Section Two Editorial: Disciplinary Perspectives and Experiences

Abstract

Writing from varied locations in the academy, all the authors in this section claim space for engaging with Indigenous Knowledges in their scholarly work. Whether negotiating space for curriculum and classes that respect and use Indigenous Knowledge, disrupting dominant discourses integral to colonization, forming Aboriginal alliances to overcome shortfalls in university social work training, or advocating for Indigenous librarians, the five articles here demonstrate that changing the academy into a place that takes Indigenous Knowledges and pedagogy seriously requires commitment on the part of similarly minded individuals in a variety of academic disciplines, often in the face of doubting colleagues.