Decolonial goals and pedagogies for Indigenous studies

Martin Nakata, Victoria Nakata, Sarah Keech, Reuben Bolt


This article explores decolonial priorities in Indigenous Studies, raises questions about the pedagogical approach, and challenges the primary educational goal for students, arguing that Indigenous Studies has become fixated on a simplistic decolonisation of Western knowledge and practices. We put forward a case to prioritise the development of learning dispositions in students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains. We argue that this pedagogical approach adds a critical dimension to the decolonial task.


Indigenous Studies; Indigenous learning and teaching; Indigenous curriculum; Indigenous pedagogy; decolonial studies

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ISSN 1929-8692