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Decolonization is Not a Metaphor by Eve Tuck and K. Wayne Yang

"Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools... The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity."

How Museums Colonize the World's Art by Sarah McDonald

"This paper examines the presence of colonial ideology within art history that I argue erases and oppresses art and artists from outside of the Euro-American art world. I define colonial values... which I will... apply to three aspects of the museum: the internal and external architecture, the rhetoric of accompanying text and labels to the art, and the curatorial work that arranges the pieces themselves."

Relationships and Reciprocity Towards Decolonizing Mathematics Education by Ruth Beatty and Colinda Clyne

"In this study, we focus on the importance of co-constructing reciprocal relationship as a step towards decolonizing mathematics education. Research teams comprising Anishinaabe and Metis leaders, artists and educators and non-Indigenous educators collaboratively explored connections between the mathematics inherent in Indigenous artistry, design and technology and the mathematical content in the Ontario curriculum."

Co-constructing a Liberated/Decolonised Arts Curriculum by Jess Crilly, Lucy Panesar, and Zey Suka-Bill

"This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western / Eurocentric / White disciplinary canons, and how they inform what it means to be 'well read' in a discipline."

Online Resources

White Allies, Let's Be Honest About Decolonization by Kyle Powys Whyte 

"How can settler allies move beyond being sympathetic beneficiaries of colonialism? What approach is legitimately decolonizing?... I want to experience the solidarity of allied actions that refuse fantastical narratives of commonality and hope."

Decolonize the Performing Arts Classroom - Has resources on decolonizing drama and dance classrooms, including large databases of resources typically left out of the classroom canon. Also includes links to other organizations doing this work.

"“Decolonizing” does not simply mean adding in a text by a person of color. Decolonizing your classroom is a systematic approach to not only WHAT and WHO you teach, but also HOW you teach AND assess. It means acknowledging the systems of oppression and dominance that exist in our societies, organizations, and classrooms, and working to dismantle them in order to make our world more just and equitable."

Keele University Manifesto for Decolonising the Curriculum - Collective statement from a group including the Student Union, Postgraduate Association, and University College Union. Includes a plan to decolonize the curriculum, with links to relevant material and other useful links.

"Decolonization involves identifying colonial systems, structures and relationships, and working to challenge those systems. It is not “integration” or simply the token inclusion of the intellectual achievements of non-white cultures. Rather, it involves a paradigm shift from a culture of exclusion and denial to the making of space for other political philosophies and knowledge systems. It’s a culture shift to think more widely about why common knowledge is what it is, and in so doing adjusting cultural perceptions and power relations in real and significant ways."

Decolonizing the Classroom - Blog post from a member of the National Council of Teachers of English (NCTE) Standing Committee on Global Citizenship. Specificially relates to decolonizing English classrooms.

"...those interested in decolonizing the classroom must take a first, crucial step: a personal commitment to political change. To deny the racial nature of politics (and power)—both inside of and surrounding the classroom—is to perpetuate the inequities created by colonization."