Pillay, Mershen, Spencer, Sarah, Suphi, Aydan, Thiel, Lindsey, Hansjee, Dharinee and Kathard, Harsha (2026) Decolonizing the child language curriculum for speech-language pathologists: a framework for transformative practice. Perspectives of the ASHA Special Interest Groups. pp. 1-16. ISSN 2381-473X (Online) (doi:10.1044/2026_PERSP-26-00011)

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Abstract

Purpose: Speech and language therapy education has traditionally relied on Euro-American-centric theories of child development. This tutorial examines how child language acquisition curricula can be transformed through decolonization frameworks to better prepare practitioners for culturally responsive practice.
Method: Drawing on critical conversations methodology and international collaborative experiences across the United Kingdom, New Zealand, and South Africa, we propose practical recommendations for curriculum transformation that center Indigenous knowledge systems, embrace multilingualism as normative, and develop critical consciousness among educators and students. The tutorial emphasizes shifting from individual deficit models toward community-based, culturally grounded approaches to understanding children's communication development. Case studies illustrate implementations of decolonized practices in university and community settings.
Conclusion: This work addresses systemic inequities in speech-language therapy education and practice by providing practical guidance for curriculum transformation while acknowledging that decolonization represents an ongoing, experimental process rather than an outcome.

Item Type:	Article
Uncontrolled Keywords:	decolonisation, child language curriculum
Subjects:	R Medicine > R Medicine (General) R Medicine > RB Pathology R Medicine > RJ Pediatrics
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	09 Sep 2026 10:43
URI:	https://gala.gre.ac.uk/id/eprint/54365

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