Decolonizing the discipline: A critical discourse analysis of the psychology curriculum at Zayed University

This study explores how colonial discourse is reproduced, resisted, or reimagined within the psychology curriculum at Zayed University, using Fairclough's Critical Discourse Analysis within a critical theory paradigm. As higher education in Arab and other non-Western regions continues to rely on Western-centric models of knowledge, psychology, rooted in Euro-American epistemologies, offers a particularly relevant site of inquiry. Guided by Fairclough's three-dimensional framework, the research unfolds in three phases. Phase 1 involved a textual analysis of course syllabi and textbooks to identify patterns of epistemic dominance, theoretical exclusions, and the framing of psychological knowledge. Phase 2 used reflexive narratives written by the authors, three student-researchers, to examine how institutional discourse is internalized or challenged. Phase 3 extended the analysis into applied settings through semi-structured interviews with seven recent graduates working or interning in the field. Findings reveal a persistent privileging of Western theories, limited cultural representation, and varying levels of student and graduate resistance. This study also highlights the significance of researcher positionality, particularly when insiders conduct critical work within their institutions. This research calls for a more inclusive, context-sensitive psychology curriculum in the UAE, one that centers local epistemologies, supports collective well-being, and moves away from universalist assumptions.