Engaging Indigenous Sovereignty in Higher Education: Stories of Disruption Through Land-Based Pedagogies in Teacher Education

• In Event: Unsettling Higher Education Contexts: Indigenous Approaches to Building Educational Solidarities and Decolonizing Research Relationships

Abstract

In this study, we weave our three land-based projects through Indigenous Storywork methodology. Our overall objective is to detail and theorize ways that land-based pedagogies can work to transform higher education through Indigenous ontologies in support of decolonial imperatives. Our related objectives are to: historize/politicize Euro-Western dominance; critically question the presumed authority of settler governance; theorize the enaction of land-based pedagogies in ways that destabilize Eurocentrism; connect Indigenous sovereignty to decolonial work in higher education; and contribute to the growing scholarship regarding the complexities of engaging Indigenous knowledges in higher education.

Authors

• Amy M Parent, The University of British Columbia

• Lilach Marom, Kwantlen Polytechnic University

• Jeannie Kerr, University of Winnipeg