Inclusion Is a Gateway Not a Shield: Critical Settler Consciousness Development in Communities of Practice

• In Event: Faculty Experiences and Environments: A Deeper Understanding

Abstract

Current strategies of inclusion in higher education are an invitation to exist within a western power paradigm. Faculty must differentiate between offering space within western ways of knowing and being for diversity (assimilative and colonized/colonizing) and holding fast to their responsibilities to educational justice (resistant, reflective, and restorative). The later requires a dedication to cultural humanization and Indigenous futurity. This theoretical paper’s proses layering Transformational Indigenous Praxis Model (TIPM) (Pewewardy et al., 2018), critical settler consciousness (CSC) (Kulago, 2019), Culturally Disruptive Pedagogy (CDP) (San Pedro, 2018), and activating them within Communities of Practice (CoP) (Buckley et al., 2019). as a way settler educators may work together in service to and through to an authentic pursuit of transformational pedagogy.

Author

• Sidrah MG MGWatson, Montana State University