Rewriting the Self: Decolonial Curriculum, Indigenous Wisdom, and the Pedagogy of Transformation

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Decentering the ethos of decolonial curriculum

Abstract

This autoethnographic study explores how an Indigenous well-being through education course transformed an international graduate student's understanding of education. Using Linda Tuhiwai Smith's storytelling methodology, I examine the integration of Indigenous epistemologies with Paulo Freire's critical pedagogy in facilitating personal and pedagogical transformation. The study demonstrates how dialogue, conscientização, and praxis enabled critical reassessment of oppressive educational structures while developing holistic educational understanding. Through rewriting my story within broader societal contexts, this research highlights cultural diversity, love, and dialogue's roles in fostering transformation, positioning education as a tool for social change and collective liberation rather than individual advancement. Findings reveal how decolonial educational approaches can heal educational trauma and inspire new pedagogical visions for international students navigating Western academic systems.

Author

• Betul Ozel, University of Arizona