Pacing, Poetry, and Praxis: Rethinking Decolonization and Indigenization with International Students (Stage 1, 10:44 AM)

• In Event: e-Lightning Ed-Talk Session 21 - Stage 1

Abstract

This paper examines the design process of a decolonial praxis workshop developed to support international students in engaging with Indigenization and their roles in decolonial responsibility. Co-designed by two settler educators at a Canadian university, the two-hour praxis used multimodal engagement, discussion, and erasure poetry using Indigenous-authored texts to prompt reflection on (de)colonialism, land, and reconciliation/reconstruction. Drawing on documentation from the multi-month preparation phase as a case study, we analyze how erasure and slowness revealed alternatives ways we, as settlers, might carry out the intentions of decolonial work. We show how design itself became a site for practicing decolonial responsibility through timing, structure, and the creation of space for relational pedagogy.

Authors

• Kathleen (Kaye) Hare, University Canada West

• Gitanjaly Chhabra, University Canada West