Creating Spaces for Decolonization and Indigenization Among Mental Health Professionals in Higher Education
Bibliographic Data
| ID | 10517673 |
|---|---|
| Authors | Laurie D McCubbin (University of Louisville, corresponding author), M Town (Portland State University), M A Town (Social Work, Portland State University, Portland, Oregon, USA), Alyson L Burns-Glover (Pacific University), A Burns-Glover (Pacific University), Elinor Marie Butay (Pacific University) |
| Year | 2023 |
| Volume | 93 |
| Issue | 2-4 |
| Pages | 296-314 |
| Publication date | 2023-06-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Smith College Studies in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0037-7317 • E-ISSN: 1553-0426 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377317.2023.2220802 |
| OpenAlex | W4380876389 |
| Language | EN |
| Citations received | 5 |
| References cited | 33 |
As Indigenous mental health professionals, we need to articulate and differentiate between uncolonizing spaces, and moving toward decolonization and indigenization in the training of mental health professionals. While these terms are frequently used, the processes involved remain to be clearly articulated. Too often practices that are intended to be decolonizing center the settler-colonizer narrative. Representation of Indigenous peoples as active agents in their own healing matters and their knowledge systems must be included in mental health training. Three necessary elements are required to create these spaces: a) centering Indigenous epistemologies in theory, practice, and research; b) co-constructing learning spaces where Indigenous peoples’ lived experiences are heard, validated, and honored and conducted with cultural humility; and c) practicing ceremonies/rituals to create healing and connectedness within these sacred spaces. Finally, we provide a case study of the creation of a Hui (group in Hawaiian) among Indigenous practitioners, scholars, and students demonstrating transformation of pedagogy and praxis for mental health professionals in training (Barnhardt, 1992; Fellner, 2018a; hook, 2013)
Decolonization · Indigenization · Indigenous · Mental health · Political science · Praxis · Psychotherapist · Sociology · Anthropology · Cultural Competency in Health Care · Indigenous Health, Education, and Rights · Psychology · Social Work Education and Practice
Unsettling and rerooting psychological practice in schools
Process of Inclusion of Students From Ethnic Communities In Conventional University Education
Indigenous and Native American Perspectives on Mental Health and Well-Being
Indigenization of video games
The Roles of Riddles, Puzzles, and Narratives as Pedagogy in Video Games
Indigenous and Authentic
Indigenous Knowledges in Education
Pedagogies of Resistance and Survivance
Indigenous knowledge and science revisited
Learning by Observing and Pitching In and the Connections to Native and Indigenous Knowledge Systems
“Decolonizing” Curriculum and Pedagogy
Rethinking Collaboration
The case of Kahewai
Two-Eyed Seeing in the Classroom Environment
It is Medicine’
Discriminatory distress, HIV risk behavior, and community participation among American Indian/Alaska Native men who have sex with men
You showed your Whiteness
Embodying Decoloniality
A cultural mismatch
How White Faculty Perceive and React to Difficult Dialogues on Race
The Challenge of Making Whiteness Visible
The Educational Challenge of Unraveling the Fantasies of Ontological Security
More Than a Checklist
Toward a Tribal Critical Race Theory in Education
La descolonización no es una metáfora
Decolonizing Methodologies
Indigenization as inclusion, reconciliation, and decolonization
Critical Race Methodology
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |