The interplay of paradigms: Decolonizing a psychology curriculum in the context of the siege of Gaza

In this article, we reflect on decolonizing models of pedagogy with empirically-supported approaches as an epistemological point of departure. We discuss the risk of reproducing a colonial pedagogical framework in a way that promotes a dominant Western voice over indigenous knowledge and local culturally-informed processes of teaching mental health interventions. Gazans experience ongoing trauma, stress, despair, hopelessness, helplessness, loss and lack of security. Consequently, mental health distress, including posttraumatic stress, generalized anxiety, depression and substance abuse are common in the population. Ongoing professional development for clinicians in Gaza is severely curtailed due to the closure imposed by Israel. Only rarely are professional psychologists permitted to leave Gaza to seek further education and training elsewhere. Our point of departure is that psychological services rendered to traumatized individuals in war zones, such as Gaza, constitute a form of social and political activism. The option of withholding psychological treatment will result in further hopelessness and the perpetuation of social distress for the majority of Gazans. A de-colonized pedagogical space is liberatory and able to give voice and an active role to groups who may not have sufficient power for accurate representation and visibility in the dominant Western discourse on mental health. We conclude that Western and post-colonial pedagogies that contribute to the colonization of educational systems of indigenous populations should orient their efforts to recognize and support traditional epistemologies, their contemporary cultural development, along with advancements in psychological sciences at a global level