Abstract
This paper emphasizes the pedagogical and epistemological significance of relationalities for understanding colonization and racialization, and for including writings from authors of Black, Indigenous, & People-of-Color (BIPOC) backgrounds to create an inclusive learning community in every course I teach. The critical perspectives of Indigenous scholars such Glen Coulthard and Leanne Betasamosake Simpson underlie my conviction and practice in highlighting Indigeneity and in making creative and critical texts by BIPOC authors required readings for my courses. My pedagogy is also informed of the theoretical perspective as articulated in their essay, “Colonial Unknowing and Relations of Study” by Manu Vimalassery, Juliana Hu Pegues, and Alyosha Goldstein, who argue that “colonial unknowing” is normalized “willful ignorance” which has been “deployed over and against relational modes of study and ways of knowing otherwise” (1043). I share my pedagogy for countering the reproduction of “colonial unknowing” that hides the interconnections of Indigenous dispossession, racialization of BIPOC, and structurally produced interethnic “frictions,” which serve to reinforce the colonizer’s perspective and power.
Presenters
Xiaojing ZhouProfessor, English and Writing Professions, The University of the Pacific, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
INCLUSIVE, LEARNING, COMMUNITY, DECOLONIZING, KNOWLEDGE, RELATIONAL, BLACK, INDIGENOUS, ASIAN, AMERICAN
