Volume 46, Issue 2, June 2023
Wayne Wapeemukwa

, Eduardo Mendieta

, Jules Wong
Pages 227-252
https://doi.org/10.5840/teachphil202351181
Teaching and Learning Indigenous Philosophy in Viral Times
Personal and Pedagogical Reflections on How to Teach ¡°Indigenous Philosophy¡±
The authors of this essay challenge the notion that ¡°philosophy¡± is irredeemably Eurocentric by providing a series of personal, professional, and pedagogical reflections on their experience in a new graduate seminar on ¡°Indigenous philosophy.¡± The authors¡ªa graduate student, professor, and Indigenous course-facilitator¡ªshare in the fashion of ¡°Indigenous storywork,¡± as outlined by St¨®:l¨ pedagogue Jo-Ann Archibald. We begin with the instructor and how he was personally challenged to re-evaluate his roots and philosophical praxis in spite of his experience teaching over several decades. The second section describes a student experience and how they measured the exigencies of decolonization against the esteem that their family holds for Canada¡¯s brand of multiculturalism. Finally, we turn to the Indigenous seminar facilitator and his skepticism over whether the course truly constituted decolonized, or ¡°landed,¡± pedagogy. Throughout, the authors ask about the demands of decolonization and how philosophical pedagogy may center Indigenous futurity.