Micropolitical Settler Solidarity in Public Education: Indigenous-Settler Educator Friendships

Abstract

Friendships between Indigenous and settler educators represent a relationship at the heart of decolonization and Indigenous education initiatives in today’s public education system in what is currently known as Canada. The beginnings of Indigenous-settler relationships on Turtle Island are rooted in colonial violence that imposed a hierarchal relationship of oppression of Indigenous people. Naturally and foreseeably, colonization produced strained, hurt, and distrustful relationships with settlers. Acknowledging the cultural context of this relationship is essential to consider when looking at the Indigenous-settler relationships that aspire to heal this fractured relationship amidst the past and ongoing impacts of colonization. This study looks at Indigenous-settler educator friendships in education settings and how they may impact how decolonization work is being engaged in educational systems today. The researcher interviewed three Indigenous-settler friendship pairs in multiple stages to gain an understanding of how their friendship began, which qualities were shared amongst all three pairs, and how these relationships impacted their important work together as well as the participants as individuals. The study's findings suggest that educator friendships are vital contributors to being able to do decolonization work and fostering one’s sense of safety, belonging, and fulfillment within and beyond the school workplace. This research is valuable to the world of education as it provides insight into the necessary and authentic relationships involved in decolonization in public education systems.