A critical (and) realist(ic) examination of psychology students’ perspectives on engaging with curriculum decolonisation initiatives

Higher education institutions globally are trying to decolonise their curricula, aiming to make them more inclusive and representative. Some departments are also seeking to redress the colonial structures engrained within higher education. Students are central to this work. However, research exploring students’ views on curriculum decolonisation is limited. To address this, we interviewed 21 psychology students at a UK university and, using a critical realist lens, analysed contextual factors and mechanisms that may explain why students engage (or not) with decolonial initiatives, under what circumstances, and how. We analysed four contextual layers. At the individual layer, engagement was influenced by prior knowledge and beliefs, sense of agency, educational mindset and priorities, and teacher influence. At the interpersonal layer, peer influence, comfort and openness, class diversity, and teaching style influenced engagement. Within the institutional layer, factors including student workload, faculty diversity and training, and organisational emphasis shaped student engagement. The infrastructural layer involved historical exposure and knowledge, legacies, and perceived zeitgeist as influencing student engagement. Mechanisms including psychological safety, intrinsic and extrinsic motivation, and teacher enthusiasm appeared as key drivers influencing these contexts. We propose 11 Context-Mechanism-Outcome statements hypothesising how the learning environment, student and teacher identities, workload, prior beliefs, and organisational support affect engagement with decolonial learning. Finally, we discuss how meritocratic ideals in education undermine student participation in decolonial initiatives.