Psychology in South Africa’s responses to marginalised identities and the decolonial project: A systematic narrative review

Abstract

Marginalized identities have become a focal point in Psychology. Higher education institutions for example have attempted to promote diversity and inclusion through curriculum and policy changes. However, complex issues affecting marginalized identities persist, requiring transformative socio-economic and epistemic justice. This paper explores how Psychology in South Africa has responded to these challenges in the context of advancing the decolonial project. A systematic narrative review of publications (N=16) from the South African Journal of Psychology over five years (2020-2024) was conducted. The analysis examined how Psychology in South Africa has taken up the decolonial project by addressing the oppressions of three marginalized groups: (1) ‘Foreigners’ facing xenophobia; (2) the LGBT+ community experiencing homo-, bi-, and transphobia; and (3) disabled individuals confronting ableism. The review indicates that Psychology in South Africa is actively involved in problematizing the legacy of coloniality, however there is a need for more meaningful collaborations within the discipline.