Authors: A.C Quinn*,
Topics: Environment, Land Use, Indigenous Peoples
Keywords: Pedagogy, Theory of solidarity, Decolonization, Pluriversal ontology
Session Type: Paper
Start / End Time: 9:55 AM / 11:35 AM
Room: Congressional A, Omni, West
Presentation File: No File Uploaded
This paper aims to evaluate the learning outcomes of a newly designed pluriversal decolonial pedagogy, which Dr. Juanita Sundberg elaborated for a seminar entitled “The politics of North-South solidarity in theory and practice,” which is taught at the University of British Columbia, a campus situated on unceded Musqueam land. Recent discussions about decolonizing the discipline of geography have noted a tendency to associate decolonizing with transformations in knowledge production. As a consequence, institutional practices remain untouched. This paper aims to consider if and how a pluriversal decolonial pedagogy may be an avenue for enacting institutional change. We seek to understand the outcomes of course materials and assignments designed to cultivate the ability to perceive a plurality of ontologies; multiple ways of seeing, hearing, and engaging land. Were students able to attain the knowledge needed to “walk with” movements involved in struggles over land? What pedagogical strategies were most effective?
To address these questions, Dr. Sundberg is collaborating with A.C. Quinn, a student who participated in the seminar, to attend to both the professor’s and student’s perspectives. The seminar took place in spring 2018. The course considered the kinds of knowledges and practices that may be needed BEFORE attempts to enact solidarity with Indigenous land-based struggles with extractive industries, especially mining, in Canada and Latin America. In this paper, we review and reflect on experiences within and outside of the classroom, with the aim of unpacking course methods and effectivity in nourishing such knowledges, theories, and practices of solidarity.