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

• In Event: Navigating Educational Landscapes for Indigenous Youth and Communities

Abstract

In this study, we weave our three land-based projects together 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. In considering this complex context, we are influenced by Leanne Betasamosake Simpson’s (2014) argument that Indigenous resurgence requires education that is connected to land.

Authors

• Amy M Parent, The University of British Columbia

• Jeannie Kerr, University of Winnipeg

• Lilach Marom, Simon Fraser University