Adapting examples without losing the concept
Check cultural assumptions, language and access while keeping the learning task comparable.
Preserve the reasoning, change the context
An example about a US college dormitory may depend on unfamiliar housing arrangements. A currency example may add arithmetic or language difficulty unrelated to the psychology. An editorial adaptation begins by identifying the concept students must use, then replacing contextual details that interfere with that task.
Examine whose experience becomes the default
The STP decolonizing collection offers resources for rethinking introductory teaching. The collection landing page was inspected, not every linked activity. Its existence does not establish an effect for any particular classroom task. Choose resources by their substance, local relevance and evidence.
Avoid assigning students the role of cultural representative
Use published evidence and fictional third-person cases rather than asking a student to explain an entire community. Offer ways to question the assumptions of an example without disclosing identity or personal history. Treat translation as more than replacing words: ask whether a term, measure or response scale has the same meaning.
Check the revised task
If you compare student responses before and after adapting an example, keep the target reasoning and scoring criteria stable. Otherwise, differences may reflect task difficulty. The broad question is whether the revised task allows students to demonstrate the intended knowledge, not whether it appears more familiar.