Indigenous Teacher's Work Against the Grain of Settler Futurities

• In Event: Indigeneity and Decoloniality

Abstract

This paper examines an episode of teaching in which the inclusion of content about Indigenous history, contemporary presence, and culture in a high school lesson triggered significant social and material resistance from local community members, and this in turn triggered a repressive response by the school administrators. It presents an account of how responses to this inclusion change, but the goal of them does not, to dissuade education around Indigenous materials. It presents an account of an Indigenous educator’s experience navigating this difficult, but not uncommon, situation. This paper offers both an illustration and a theorization of what substantively teaching against the grain of constantly evolving immersive settler futurities entails.

Authors

• Sage Hatch, University of Oregon

• Jerry L. Rosiek, University of Oregon