Critical community psychology is characterised by a set of principles which guide practice. These include the deconstruction of assumptions that reinforce marginalisation and discrimination through critical consciousness, respect for diversity, an emphasis on equity and liberation. While these principles can be included in the content of courses and taught as guiding frameworks for future practitioners, to what extent do these principles guide educators in their practice? In this session we unpack the realities of the contemporary higher education sector and discuss the challenges associated with ensuring that students have voice and are active participants in their education. Using Tanaka’s framework of voice, power, authenticity, self-reflexivity, and reconstruction we analyse the development of the Behavioural Science programme at the University of Notre Dame to identify successes and opportunities for improvement that promote inclusion while educating for social change.
Darlaston-Jones, D., Owen, A., & Lee, A. (2009). Transforming higher education through transformative practice. Paper presented at the 11th Trans-Tasman Community Psychology Conference.