Talking complicity, breathing coloniality: Interrogating settler-centric pedagogy of teaching about white settler colonialism

Patel, Shaista

doi:10.1080/15505170.2020.1871450

Cited by 24 publications

(11 citation statements)

References 8 publications

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“…The convergence of these events further punctuated the need, as nursing faculty and practitioners, Elders, and Indigenous knowledge keepers, to carry out the work in an authentic manner. The group's work was informed by the principles of anti-Indigenous racism (Ward et al, 2021) and anti-discrimination pedagogy (Morcom & Freeman 2018;Patel, 2021). This includes pedagogical approaches supportive of introspective learning that considers personal location within colonialism and anti-Indigenous racism (Cote-Meek, 2014).…”

Section: Context and Collective Responsementioning

confidence: 99%

Meeting Together in a Good Way: A Discussion on the Educational Mapping Activity of Indigenous Content in a Nurse Practitioner Program

Smith¹,

Pilon²,

Spadoni³

et al. 2023

npoj

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A Primary Health Care Nurse Practitioner program carried out a unique curriculum mapping activity related to Indigenous content which resulted in the creation of a report entitled Maawanji'idiwag: Meeting Together in a Good Way. The activity was carried out by a working group which consisted of Indigenous knowledge keepers, Elders, faculty, and a student. The curriculum mapping activity prioritized the health-related Calls to Action from the Final Report of the Truth and Reconciliation of Canada (TRC), the Calls to Justice from Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls and the articles from the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) as ‘Action Calls’ within a Nurse Practitioner Program. The mapping process was also guided by Bartlett’s decolonizing research framework The associated literature with the intersecting concepts of decolonization, Indigenization, reconciliation, cultural safety, and humility were linked to these national reports and the curriculum mapping activity and subsequent report. The goal of this paper is to share the many insights and learning from the curriculum mapping report to promote further deep dialogues, involvement and meaningful change within nursing education and health care.

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Section: Context and Collective Responsementioning

confidence: 99%

Meeting Together in a Good Way: A Discussion on the Educational Mapping Activity of Indigenous Content in a Nurse Practitioner Program

Smith¹,

Pilon²,

Spadoni³

et al. 2023

npoj

View full text Add to dashboard Cite

show abstract

“…While several critiques have emerged about white privilege pedagogies, we focus on their settlercentricity. Patel (2021) describes settler-centric pedagogies as extractive and foreclosing engagement with "the power and heterogeneity of Indigenous peoples' histories, resilience, and work of decolonization" (p. 7). Moreover, privilege as a settler-centric pedagogy comes packaged within narratives of "good intention" or "benevolence," risking forms of allyship that happen "on behalf of Indigenous peoples like they are disappearing, and not already fighting colonialism more fiercely than racialized or white settler allies ever can" (Patel, 2021, p. 8;emphasis in original).…”

Section: Circling Privilegementioning

confidence: 99%

“…Moving to contemplate complicity can animate settlers to think through implication and power in settler colonial structures and then, most critically, build and enact relational accountabilities. Patel (2021), for example, invokes a relational ethos and describes thinking about complicity as "mandatory" work for white settlers and racialized people. She argues that interrogating our complicity asks more of us, in that we must attend to how to be "in better ethical relationships with Indigenous peoples of this territory" (Patel, 2021, p. 7).…”

Section: Circling Complicitymentioning

confidence: 99%

“…Adopting a different framework or language does not unravel settler colonialism; this is not simply something that settlers can "think themselves out of" on their own. Reflecting on complicity can still activate a similar confessional process, ultimately centering and emplacing settler colonial futurities (Patel, 2021). Consequently, our focus on complicity is not meant to begin and end with transforming settler consciousness.…”

Section: Orienting Towards Refusals and Otherwisementioning

confidence: 99%

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Settler Colonial Socialization in Public Sector Work: Moving from Privilege to Complicity

Nath

Allen

2022

SSJ

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In this piece, we ask, what are the risks of a pedagogy and politics that begins and ends with privilege? What does it mean to declare privilege when embedded in institutions of the settler colonial state? These questions are raised through an ongoing project where we interview provincial public sector workers on Treaty 6, 7 and 8 (Alberta, Canada) and Coast Salish Territories (British Columbia, Canada) about their implications in settler colonialism through public sector work. In the project, we articulate the interdisciplinary framework of settler colonial socialization to consider the space between individuals and structures – the meso-space where settlers are made by learning how to take up the work of settler colonialism. For these reasons, in our research we ask, “what do the pedagogical processes of settler colonial socialization tell us about how systemic colonial violence is sustained, and how it might be disrupted or refused in public sector work?” In this paper, we narrow our focus to the declarations of privilege that many of our interview participants are making. We reflect on these declarations and consider whether focusing on settler complicity and Indigenous refusals can better support a decolonial politics for settlers working in the public sector. We argue that declarations of privilege risk reproducing settler-centric logics that maintain settler colonialism, settler jurisdiction, and settler certainty, and we reflect on how to orient participants (and ourselves) towards the material realization of relational accountability and towards imagining otherwise.

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“…More than a balance of stories, we also recognize the dangers of positioning colonization as the dominant framework for storytelling about Indigenous lives and of framing colonial relations as those between Indigenous victims and empathetic settlers (Alfred & Corntassel, 2005). The horrors of colonialism in their immensity have a tendency to become mythical, untouchable, in education something that cannot be confronted (Patel, 2022). This is captured in Haudenosaunee scholar Courtney Skye's (2022) recent tweet: It's so simple and easy for colonization to keep going.…”

Section: Stories Of Strengthmentioning

confidence: 99%

Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching

Cappello

Kreuger

2022

in education

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Wrestling with issues of racism and colonization in the classroom requires significant nuance from dominantly positioned educators. In this article, we weave together a narrative unpacking of an uncomfortable experience in a graduate level class with an exploration of relevant theoretical literature. Our reflection on practice takes up the possibilities for anti-oppressive education to engage with the partial knowledge of educators and students. Ultimately, engaging in a pedagogy of discomfort is necessary to unsettle dominantly positioned educators and students and enable a move towards bearing witness to the unequal realities of Canadian society. In order to begin to enter more deeply into relationships of accountability between non-Indigenous and Indigenous peoples, teaching moments such as these are inevitable, if not required. Keywords: anti-oppressive education, discomfort, colonialism, partial knowledge, Indigenous futurity

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Talking complicity, breathing coloniality: Interrogating settler-centric pedagogy of teaching about white settler colonialism

Cited by 24 publications

References 8 publications

Meeting Together in a Good Way: A Discussion on the Educational Mapping Activity of Indigenous Content in a Nurse Practitioner Program

Meeting Together in a Good Way: A Discussion on the Educational Mapping Activity of Indigenous Content in a Nurse Practitioner Program

Settler Colonial Socialization in Public Sector Work: Moving from Privilege to Complicity

Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching

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