Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis
本文定义了非殖民化与本土化，探讨如何将两者结合以促进解放性的学校心理学实践，并通过案例和反思问题帮助读者应对殖民主义在教育中的危害。
Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decolonization, discuss the varied ways each can be enacted, and propose leveraging the two in tandem to foster liberatory school psychology praxis for transformative action. We define this praxis and provide key examples of how it addresses the harms of colonialism in educational and school psychology practice. We conclude with an illustrative composite story accompanied by guiding questions to support readers' reflexivity.