Marginal voices: Indigenous and racialized dialogue in education

Abstract

The positioning of marginal identities (Indigenous and racialized students) in settler-colonial state education is such that solidarity and ‘allyship as resistance’ is silenced. The paper will provide an antiracist framework to address and interrogate the ways that education as part of the ‘racial contract’ (Mills & Pateman, 2015) to assimilate, ‘push out’ and systematically ‘other’ racialized bodies. The dominant settler-colonial narrative of citizenship and belonging, policy as colonization, and the perpetuation of the status quo of white, female teachers in diverse schools perpetuate the marginalization of such identities. This research conceptualized new possibilities and epistemologies through Indigenous and racialized dialogue and solidarity as pedagogy.