Situating decolonization: An Indigenous dilemma

Brian Martin, Georgina Stewart, Bruce Ka'imi Watson, Ola Keola Silva, Jeanne Teisina, Jacoba Matapo, Carl Mika

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indigenous people to create another paradigm or
site for their own resistance or transgression of thinking? What are the roles of Indigenous and non-Indigenous peoples in this space of educational potential, this curriculum called decolonization? This article presents a multi-vocal reflection on these and related questions.
Original languageEnglish
Number of pages10
JournalEducational Philosophy and Theory
Volume52
Issue number3
DOIs
Publication statusPublished - 2020

Keywords

  • Coloniality
  • decolonization
  • Indigenous
  • pacific peoples

Cite this

Martin, B., Stewart, G., Watson, B. K., Silva, O. K., Teisina, J., Matapo, J., & Mika, C. (2020). Situating decolonization: An Indigenous dilemma. Educational Philosophy and Theory, 52(3). https://doi.org//10.1080/00131857.2019.1652164