Land acknowledgments are one step that educators and institutions can take to begin realigning their relationship with Indigenous peoples. However, many fear doing more harm than good when taking the first step of doing a land acknowledgment. In this paper an instructor who overcame such hesitation and an Indigenous faculty member share a six item…

Contribution: This article focuses on the study of Native Hawaiian student experiences in engineering education. Telling these stories illustrates the importance of legitimizing and appreciating different knowledge types in engineering as we move toward a more inclusive and sustainable field. Background: Native Hawaiian engineering students live…

Museums are complex, intersectional informal learning spaces that are situated in a distinctive positionality of power, social trust, and colonialism. For many people, they serve as community spaces that empower the imagination and connect intergenerational learning, while simultaneously functioning as prestigious institutions for research and…

In response to the special issue on democratizing creative educational experiences (CEE), we conducted a thematic analysis of recent scholarship on creativity and decolonization (2010-2021) and analyzed recurring tensions across literature grounded in Indigenous, Black, feminist, and non-western epistemological perspectives on creativity. We found…

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2)the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land…

Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country.…

In their bold vision Forward Framework, the Association for College Personnel Administrators (ACPA; 2018) has defined an explorative divesting of power from colonizers as decolonization. The definition of decolonization is "a long-term process of first recognizing and then divesting bureaucratic, cultural, linguistic, educational, and…

As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which…

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as…

Given the significance of school leaders and leadership to teaching, learning, and student success, research on school principal leadership has expanded from its foundations in Western Anglo-American nations to international, diverse, and historically marginalized contexts. However, an enduring critique and limitation of the educational leadership…

The focus on colonial power and domination tend to muffle the emotional complexities, ambiguous attachments, and cultural paradoxes of persons who become wards of colonial educational systems. Drawing on feminist thought, film philosophy, and postcolonial cultural theories, Hannah M. Tavares provides a reading of Amanda Kernell's film Sami Blood.…

Schooling has long been identified as a tool for nation-building and cultural reproduction. In early post-Federation Australia, English and literacy education played a significant role in producing colonial subjects. Although Australia today is heralded as a successful multicultural nation with momentum growing for constitutional recognition of…

This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First…

In this article, we present a critical reflection on the academy's approach to knowledge production and dissemination in Australian universities and propose a paradigm shift towards an approach that actively promotes Indigenous knowledges within the academic canon and searches for complementarity and shared interests between Indigenous and Western…

Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa va, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education…