The decolonial impulse in psychology has manifested across a variety of domains, perhaps most notably psychological theory and approaches to research methodology. In this article, we focus on how decoloniality can reshape approaches to teaching and learning. We present a case study of how we recurriculated, from 1999 to 2020, three community psychology modules using a decolonial lens. We describe three phases in the development of community psychology teaching at a university in South Africa—“Little Oxford in the veld,” “Going walkabout,” and “New voices.” In each case, we detail the “course content,” our pedagogical approach, and how students responded, and try to identify what lessons can be learnt for a more explicitly decolonial mode of teaching and learning. We conclude by asserting that to foster decoloniality among students, we have to be cognizant of the ways in which they have for a long time been taught using Euro-centric lenses and frames of knowing and therefore the process of unlearning may be slow and somewhat painful. However, we see this as a necessary step toward decolonization, as epistemic colonization was and continues to be a violent project.

心理学上的殖民主义冲动已经在许多领域表现出来，也许最值得注意的是心理学理论和研究方法论。在本文中，我们着重于如何通过礼节性来重塑教学方法。我们提供了一个案例研究，说明了我们如何在1999年至2020年之间使用非殖民主义视角重新阐述了三个社区心理学模块。我们描述了南非一所大学社区心理学教学发展的三个阶段，即“草原上的小牛津”，“人行小路”和“新声音”。在每种情况下，我们都会详细介绍“课程内容”，我们的教学方法以及学生的反应方式，并尝试确定可以从更明确的殖民主义教学模式中学到的课程。我们断言，为了促进学生之间的宽容，我们必须认识到长期以来使用以欧洲为中心的镜头和知识框架来教他们的方法，因此，学习的过程可能会很缓慢并且有些痛苦。但是，我们认为这是朝着非殖民化迈出的必要步骤，因为认知殖民化一直是而且仍然是一个暴力项目。