Land Acknowledgements have become a ubiquitous part of universities. They purport to remember, honor, and bear witness to the future of Indigenous nations and to recognize the land and honor local Indigenous communities. While acknowledging the Indigenous peoples upon whose lands we work is an essential gesture, the authors join other scholars who…

Colonization has traditionally been studied as a monological and definitive period. This article seeks to problematize its analysis by means of the so-called 'philosophy of desire' and 'rhizomatic thinking', enriching them, in methodological terms, by the Actor-Network-Theory. In this vein, an alternative explanation of the colonial regime is…

To date, there has been minimal analysis of the intersections between dance pedagogy and the climate crisis. Arguing that it is essential to approach the climate crisis via the lens of decolonization and underscoring the indivisible links between modernity, coloniality, and the climate emergency, the author considers what it might mean to develop…

This article addresses the limits of social justice and leadership frameworks in addressing the concerns and desires of Indigenous Peoples and communities, particularly settler colonialism, sovereignty, and self-determination. I ask readers to contend with the following question: How can social justice and leadership models be more inclusive of…

Land acknowledgments are one step that educators and institutions can take to begin realigning their relationship with Indigenous peoples. However, many fear doing more harm than good when taking the first step of doing a land acknowledgment. In this paper an instructor who overcame such hesitation and an Indigenous faculty member share a six item…

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the…

This paper reveals the journey of two settler-researcher-educators supporting learning in preparation for Carey Newman's Witness Blanket Art Exhibit. Invited to create curriculum for students and educators of K-12 who would visit the exhibit, the authors describe co-curricular making as a living, re-generative, re-cursive experience. The learning…

Improving post-secondary outcomes and retention of Indigenous students may require interventions such as culturally appropriate mentorship. "Mainstream" mentorship perspectives and practices developed within places of Western education and employment may be limited in their ability to address the unique cultural considerations and…

This study addresses the role of Indigenous students in higher education regarding the practices of recognition and invisibilization of linguistic, ontological, and epistemic identities. We focus on a Colombian university and examine how Indigenous students contest and reshape the legacies of coloniality that permeate cultural, academic, and…

Avowing settler status positions settler scholars to join in storying less harmful futures for the discipline. This paper describes the author's journey toward continually avowing white settlerness through the Northern Shoshoni word daiboo' in the fulsomeness of its meanings, which include but also go beyond "white person," to help enact…

This paper utilizes raciolinguistic genealogy (Flores, in International Journal of the Sociology of Language 2021:111-115, 2021) to explore an historical case study of Spanish Franciscan missionaries in Alta California during an early period of colonization spanning the seventeenth-nineteenth centuries. In the study, I apply a raciolinguistic lens…

From the 19th to the 20th century, a separate system of education existed for Maori learners in New Zealand in which health, hygiene, and manual work were emphasised. This system was based on beliefs that Maori students were less capable, therefore they needed a reduced curriculum to that provided for non-Maori in state schools. Known as the…

This article documents how my cultural identity as a Métis woman is inherently linked to Michif words and phrases that originate from the land. Through the Michif language I continue to situate myself directly on the Saskatchewan prairie landscape. And it is because of the collective efforts of Michif speakers and Métis Old Ones who work…

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states…

The Education and Training Act 2020 requires schools to give effect to Te Tiriti o Waitangi. However, the newly elected National coalition-led government has sent contradictory messages about Te Tiriti o Waitangi, which may be confusing educators. For example, recent actions by the government, such as repealing laws, are harming their relationship…