Document Type


Publication Date


Publication Title



To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensing and knowing: On (de)coloniality, border thinking and epistemic disobedience. Postcolonial Studies, 14(3), 273–as283] concepts of ‘epistemic disobedience’ through ‘de-linking’ and ‘de-centering’ to challenge structural/curricular settler colonialism, we found that the school must first be open to, and appreciative of, non-dominant epistemologies to set the stage for epistemic disobedience. We identified teaching the language of the Land, on the Land as de-coloniality as praxis. However, we also identified curricular epistemic frictions with the Science teacher and their pedagogies which attempted to epistemically recentre students' thinking around the Standardized Account of science.


Decolonizing, indigenous languages, socio-environmental justice, pluriverse, colonial matrix of power, science education


Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.


Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy.


Peer reviewed accepted manuscript.

Available for download on Monday, August 28, 2023

Included in

Education Commons