Trans-Indigenous Voices through Virtual Exchange: The Transformative Potential and Pitfalls of Decolonial Praxis in Cross-Cultural Environments

• In Event: Indigenous Migration

Abstract

This longitudinal ethnographic study (2020–2025) examines the transformative potential and systemic challenges of Collaborative Online International Learning in amplifying Indigenous perspectives on environmental justice. Grounded in critical environmental justice and Indigenous epistemologies, the research involves six virtual exchange iterations with 132 students, 20 Indigenous leaders, and 10 faculty members from Venezuela, Brazil, Mexico, South Africa, and Germany. Using a mixed-methods approach—triangulating participatory observations, 30 semi-structured interviews, and critical discourse analysis—the study evaluates how intercultural collaborations reshape participants’ understanding of Indigenous rights. Key findings highlight both the transformative potential and structural barriers of integrating Indigenous perspectives into virtual learning. A 2025 Mexican-Amazon Basin collaboration, led by Indigenous women, demonstrated how virtual platforms amplify marginalized voices. Four co-created documentaries disrupted Eurocentric narratives and fostered allyship by centering oral histories and lived experiences. Conversely, a 2020 South Africa-Venezuela exchange with students from Zulu communities revealed systemic inequities—technological barriers, sociopolitical instability—that hinder equitable participation. These contrasting case studies underscore the complexities of integrating Indigenous perspectives in global educational contexts. Participants reported increased empathy, deeper cross-cultural understanding, and sustained advocacy for Indigenous-led environmental policies, with 30% of non-Indigenous participants engaging in post-program allyship. Notably, the inclusion of Indigenous leaders’ perspectives fostered allyship, disrupted biases, and provided participants with a deeper, praxis-oriented understanding of environmental justice. By contrasting failed and successful iterations, this research offers a replicable, decolonial framework for inclusive virtual learning environments that integrate Indigenous knowledge systems. It advances strategies for decolonizing sustainability education and provides actionable insights for educators, researchers, and policymakers.

Author

• José Luis Jiménez-Figarotti, Andres Bello Catholic University