Decolonization for All? Complicating Indigenous and Settler Relations Through Decolonizing Curricular Design

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-20 - Dreaming, Planning, Designing in Decolonizing Curriculum

Abstract

This paper interrogates who is considered a settler and who is considered indigenous within the U.S. settler state and what implications these understandings have for how we imagine and enact a decolonizing curriculum. We discuss how to address the complexity of decolonization for colonial subjects (those pushed out of their indigenous homelands because of U.S. empire or forcibly brought to the U.S. settler state) who engage in indigenous practices as they occupy and settle on stolen land. Through a review of land based pedagogies we outline questions colonial subjects must ask in order to begin processes of decolonizing education paying particular attention to the pitfalls inherent in creating decolonizing curriculum from various colonial positions that groups occupy.

Authors

• Bayley Marquez, University of California - Berkeley

• Jocyl Sacramento, California State University - Stanislaus