“A Lot of my Day is Spent Looking at Injustice”: Reflections on Decolonizing Teaching and Relationship Building across Difference

Abstract

Working toward decolonizing pedagogy involves discomfort, as one pushes back against the status quo, challenging colonial embeddedness in education and meaningfully integrating Indigenous literature and scholarship. In this study, we conducted a thematic analysis of our respective reflections written throughout our involvement in a post-secondary decolonizing pedagogy and syllabi project. This analysis demonstrates our unique positionalities and the importance of working together across difference. We situate our analysis in a discussion of decolonization and consider what it means to be an ally and an accomplice. Then, we present and reflect upon the two emergent themes (1) relationality and (2) emotions, and the subthemes of: (a) frustration, fear, and discomfort; (b) disappointment; (c) time and energy required to do this work; and (d) hope. We conclude by sharing “takeaways” for others to reflect upon as they pursue their own decolonizing curricula efforts.

Keywords:

• Decolonizing education
• thematic analysis
• relationality
• reflexivity
• qualitative analysis

Acknowledgments

We would like to thank the reviewers for their constructive and kind feedback. We would also like to extend our appreciation to Dr. Ted Palys for his comments on earlier drafts,and encouragement.

We recognize the continued harm that colonialism and structural racism causes. Accordingly, we recognize our responsibility to continue to learn and unlearn, to challenge ourselves and others to not be afraid to lean into discomfort.

Disclosure Statement

No potential conflict of interest was reported by the author.

Notes

1 For instance, see: University of British Columbia (2020).

2 I (Danielle) use the term ‘professional development’ loosely for the term diminishes the value of the communities of practice I continue to engage with and learn from.

3 The term Indian is racist language; however, it is utilized when referring to legislation under the Indian Act.

4 Including for Danielle, grappling with the challenges of working towards the decolonization of a remote course during a pandemic.

5 Danielle anonymized the students’ written assignments prior to sharing the data with Michaela. Our emotional reactions occurred at different times – when Danielle was teaching the course and grading the students’ assignments (Fall 2020) and when both authors were analyzing the data (Spring 2021).

Additional information

Funding

This work was supported by a Disrupting Colonialism through Teaching: An Integrated Seminar Series and Grants Program administered and delivered by the Institute for the Study of Teaching and Learning in the Disciplines at Simon Fraser University.

Notes on contributors

Michaela M. McGuire

Michaela McGuire is a Ph.D. student in the School of Criminology at Simon Fraser University. Her research interests include Haida (Nation) justice, decolonization and resurgence, identity and belonging, racism against Indigenous peoples, Indigenous governance and self-determination, Indigenous women, and corrections.

Danielle J. Murdoch

Danielle J. Murdoch, Ph.D. is a Senior Lecturer in the School of Criminology at Simon Fraser University where she teaches courses in corrections, decision-making in criminal justice, and women and justice. Her research focuses on correctional policy and practice and pedagogy.