Examining our own relationships to racism as the foundation of decolonising systemic practices. ‘No time like the present’

Chin, Jasmine; Hughes, Gillian; Miller, Ashley

doi:10.1111/1467-6427.12384

Cited by 5 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…vicious cycle (Byrne et al, 2017); they often require a social response for any improvement to occur (Chin et al, 2022). British South Asians reported facing difficulties as individuals when seeking help for mental health problems, such as: isolation, in some cases because they feel safer alone (Islam et al, 2015), having to exaggerate their crisis to feel heard (ibid.)…”

Section: Of 67mentioning

confidence: 99%

“…This acculturation towards westernised models causes a dissonance between the generational perspectives, (Millner et al, 2021) and could add to the distress within the family unit. Practices that decolonise mental health would allow people to maintain their cultural identity (Chin et al, 2022), reduce inequality in healthcare and reduce stigma and shame (Millner et al, 2021).…”

Section: Facilitatorsmentioning

confidence: 99%

See 1 more Smart Citation

Cultural inequalities in access to Early Intervention for Psychosis services in the United Kingdom

Friskney¹,

Branney²,

Iqbal³

et al. 2023

Preprint

View full text Add to dashboard Cite

While reviews of evidence suggests that early intervention for psychosis can reduce risk of transition to psychosis, they also highlight that we need to understand early intervention cross culturally and for different health service models. Black and ethnic minority groups are disproportionately disadvantaged in mental healthcare settings in many Western countries and in the United Kingdom and are more likely to be treated in acute settings rather than early intervention. The primary aim of this systematic review was to explore the experiences of South Asian people accessing early intervention services. Five databases were searched, and data were analysed using narrative synthesis from 15 articles that met the inclusion criteria. Only three articles used complementary theories that examine, spirituality, and explanatory models of illness to inform their research. Looking at participants' experiences, six narratives were themed as barriers to access (“declined treatment”, “systemic barriers”, “lack of understanding”, “intersectional stigma and shame”, “hardships”, “interpreters”) and six were themed as facilitators (“support systems”, “factors that influence help-seeking”, “therapies offered”, “what is required”, “no significance”, “what works well”). A recurring finding is the lack of understanding between service users and providers. Therefore, signposting needs improvement, pathways need to become clearer and culturally appropriate treatments need development based on the needs of the end user.

show abstract

Section: Of 67mentioning

confidence: 99%

Section: Facilitatorsmentioning

confidence: 99%

Cultural inequalities in access to Early Intervention for Psychosis services in the United Kingdom

Friskney¹,

Branney²,

Iqbal³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…As a result, I am in an ongoing process of embracing further learning, engaging with reparative reading (Pillow, 2019) through joining reading and discussion groups, creating brave spaces and joining listening spaces for exploration (Arao and Clemens, 2013;. Laying a foundation from which to explore the effects of white supremacy and the dominance of western knowledge, reclaiming queer and indigenous knowledges (Butler and Byrne, 2014;Reynolds, 2020) and moving towards decolonising practice in systemic teaching, supervision and therapy (Hendrick and Young, 2017;Simon 2021;Chin, Hughes and Miller, 2022).…”

Section: B Determinedmentioning

confidence: 99%

Wisps of smoke that linger: poetry as reflexive writing and living theory

Partridge¹

2022

Murmurations

View full text Add to dashboard Cite

This paper is a personal account of the use of poetry as a means to elaborate and explore the inner talk of the practitioner in order to open space for the generation of new meanings, challenging single stories to create the possibility of multiple other tellings and creating reflexive space. Poetry is described as a way to challenge traditional knowledge and honour alternative knowledges, harnessing creativity to enrichen thin tellings, deconstruct strong emotion and critically explore the positioning of the practitioner. A means to open space for creating new ways to move forward in therapy, in systemic training and in the development of decolonial practice. In this process a number of challenges are raised as questions for further exploration; how to create ethical positionings from which to write first person accounts about clients, therapeutic relationships and striking emotional encounters and how to address issues of consent and the potential appropriation of others’ stories. As systemic therapy moves into a new era these questions come to the fore in terms of creating new knowledges, moving towards epistemic witnessing, decolonising practice and training and creating lenticular futures.

show abstract

“…It must be admitted that the concept proposed by Freire is a very solution to the hegemonic problems of education; It is revealed in research by Jasmine Chin et al, including racist discourse in the social structure of society (Chin et al, 2022). Specifically, to raise the urgency of realizing a new configuration of a liberating education system and restore the vital elan of human humanity according to the nature of its creation.…”

Section: Introductionmentioning

confidence: 99%

Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

Umiarso,

Mardiana

2022

At-Turats

View full text Add to dashboard Cite

This research focused on the collaboration-convergence construction of Freire’s liberating education and Islamic education systems. These two systems are integrated into a single dimension of education that has spiritual roots. Therefore, this research tries to analyze Paulo Freire’s educational thinking, which is elaborated, collaborated, converged, and integrated with Islamic education’s theological and philisophical values. This research approach uses a qualitative type of literature study, so it tended to use documentation techniques in collecting its data. The data in this research were analyzed using the interactive analysis of Miles, Hubermann and Saldana. With this method, this research can be more detailed and comprehensive to understand and interpret Freire’s liberation education thinking and Islamic education. This research finds that Freire's education system has an axiological basis of secular humanism that can be collaborated and converged with the values of transcendental humanism in Islamic education. From this collaboration-convergence process, an education system has been created. It has an ontological basis and is integrated with theological values. It is also an axiological dimension of trancendental humanism. This education system has a mission to realize transcendental humanism in the educational process so that this system can be referred to as participatory-trancendental education.

show abstract

Examining our own relationships to racism as the foundation of decolonising systemic practices. ‘No time like the present’

Cited by 5 publications

References 19 publications

Cultural inequalities in access to Early Intervention for Psychosis services in the United Kingdom

Cultural inequalities in access to Early Intervention for Psychosis services in the United Kingdom

Wisps of smoke that linger: poetry as reflexive writing and living theory

Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

Contact Info

Product

Resources

About