Abstract:

We live in a world where everyone carries multiple identities from religious, sexual, gender, cultural, language, immigration status to how we identify as a person in our microsystem-parent, caregiver, friend, sibling, etc. Each of these identities impact the way we view the world and how we understand it and all of them have an effect on how we learn and process knowledge. Psychoeducation is an evidenced based intervention which principles can be applied to pedagogical settings to allow an exchange of knowledge that uplifts and recognizes our different ways of understanding information and applying it based on our intersectionality. Considering the global world that we live in, it is crucial to teach and learn in a way that allows space for differences to co-exist and be respected. This paper applies psychoeducational principles such as social justice, lived experience, strength and resilience and developmental phase and timing to knowledge exchanges. Rooted in ecological systems frameworks and narrative therapy we would evaluate how to apply a psychoeducation perspective to exchanges of knowledge and discuss the benefits of the application of this evidence based intervention.

Keywords:

Psychoeducation, Intersectionality, Pedagogy and Identity.