The purpose of the study was to explore how postgraduate psychology students define decolonisation and critique coloniality within the psychology and research curriculum, explore the factors postgraduate psychology students perceive as impediments to decolonisation, and consider strategies to facilitate the decolonisation of the psychology and research curriculum. Participatory action research (PAR) was chosen as the preferred methodology for the study because it is committed to changing society through collaborative efforts with participants and aims to disrupt prevailing power arrangements by creating space for people to have a say in matters that affect them. This study created space for postgraduate psychology students to act as co-researchers and reflect critically and creatively on the decolonisation of the psychology and research curriculum. Participatory video approach (PVA) to collect data in this study. PVA is a process in which research participants are provided access to video recording equipment and trained to capture aspects of their experiences and observations for reflection and further action. PVA is an unscripted video production process driven by co-researchers at the grassroots. The video production process is iterative and creates video narratives that communicate what the co-researchers seek to communicate in a manner they deem appropriate. Thus, the outcome of the study was a participatory video produced in collaboration with the study participants. Data collection took place over several stages. The stages followed were an initial briefing, a Decolonial Encounters Workshop, a Video Editing Workshop, artistic representations, storyboarding, and the collection and editing of video material. The uploaded video is the outcome of the process described above. The written part of the thesis provides further details about what happened at each data collection stage in this project. The findings further indicate that coloniality within psychology is exemplified through the universalisation of psychological theory, the lack of accessibility to psychological services and issues with psychological assessments. These factors contribute to the perceived irrelevance of psychology. The stumbling blocks to decolonisation that emerged included the Health Professions Council of South Africa and its role in perpetuating coloniality and student- and community-related factors. Potential ameliorative strategies include adopting participative and narrat...