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Abstract
This review article focuses on perspectives from Canadian Indigenous literature about decolonizing education on behalf of Aboriginal populations. The research informs accountability, education, and policy in Canada and globally. Components of colonization parsed in sources are tribal injustice, dispossession, discrimination, conflict, and miseducation. Experiential interventions for decolonizing curriculum, classrooms, and communities are described. Colonialism as a systemic problem to be tackled in education is a takeaway. Accountability in support of futurity is a life-sustaining direction.
Acknowledgments
I appreciate the reviewers’ extremely helpful reviews and the academic editors’ outstanding support.
Additional information
Funding
This research was funded: Mullen, C. A. (2017). Creativity and accountability in Canada within a comparative global context. (Project No. FSP-P000185). [Grant]. U.S. Fulbright Commission; World Learning: Global Development & Exchange: A Program of the U.S. Department of State, Bureau of Educational and Cultural Affairs.