Indigenous story is about place and our orientation to the place(s) we live through and in. This essay is about Diné (Navajo) identity and its entanglements with the authority of words and the politics of voice within the academy. It is about how voice or narrative are political acts that ground Indigenous peoples in land and territory. In Diné communities, there are ongoing discussions regarding the politics of authority and representation in the erasure of Indigenous voices in academic spaces. Such academic erasure has ripple effects into the ongoing contestation of land and belonging. These ripple effects fuel identity politics among Diné people on the community level. I argue that Diné people themselves are erased and the everyday narrations of our realities and experiences through these normalized academic processes. In addressing those academic processes, I draw attention to another framework for identity politics that encourages and supports not only our voices as Diné people but upholds our intellectual sovereignty and claims to land. I engage narrative to bring forward an understanding that our relationships to words and story extend beyond our tongues.

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This article draws from autoethnography and historical analysis to examine how racialized people pursue educational justice, consent, inclusion, and enjoyment through non-hegemonic learning. A historical analysis of U.S. colonial education systems imposed upon Diné and Philippine peoples grounds a comparative study on two forms of anti-colonial pedagogy: Indigenous education and critical unschooling. These two lines of inquiry underpin autoethnographic analyses of our own experiences in non-hegemonic learning to offer direct insights into the process of experiential, and decolonial growth intimated in relational learning environments. Indigenous education and critical unschooling literature both affirm the notion that all learners are always already educators and students, regardless of their age, ability, or status. This notion reorients the processes and aspirations of education toward an understanding that everyone holds valuable knowledge and is inherently sovereign. These relational values link together to form systems of circular knowledge exchange that honour the gifts of all learners and create learning environments where every contribution is framed as vital to the whole of the community. This study shows that because these principles resonate in multiple sites of colonial contact across Philippine and Diné knowledge systems, through Indigenous education and critical unschooling, and in our own lived experiences, it is important to examine these resonant frequencies together as a syncretic whole and to consider how they can inform further subversions of hegemonic educational frameworks.

This article is about value politics and Indigenous resistance in the time of COVID-19. The effects of the pandemic on our global community have fuelled rhetoric of productivity—advancing collective lamentations of losing our normal lives within wider socio-political dialogue. This article examines how global responses to the COVID-19 pandemic amplified the visibility of settler-colonial histories in union with capitalist discourses to form value politics that impact Indigenous and disabled communities. Mapping wider social dialogue through time, I focus on current economy-based solutions in the call to return to a social normal at the risk of disabled communities. Such global responses are premised on capitalist logics of productivity and ableism which continue to disproportionately impact marginalised communities. By mapping rubrics of value within two settler nation states—the United States and Aotearoa New Zealand—I offer another rubric of value predicated on Diné (Navajo) practices of relationship and resistance.