Academic Supervivencia and Sesi Irekani: Refusing, Reimagining, and Rearticulating Decolonization in the Social Foundations of Education

Abstract

The American Educational Studies Association (AESA) was established in 1968 in a context of both local and global social justice movements. The AESA’s mission and ongoing commitment to the analysis of education and society with underlying liberal activist aims has been ongoing since. Although AESA and its membership have been critiqued and questioned for their larger impact in the field, especially in its disconnect between university academics and pk-12 teachers, the original charge and purpose has largely remained. This address seeks to put a spotlight on the foundations of the social foundations of education and by extension AESA by using settler colonial and structural racism frames to examine the enduring problematics of how academia and academic enterprises are, as Quechua scholar Sandy Grande would say, “an arm of the settler state” (p. 47). Namely, I ask, how does AESA and the field of social foundations of education advance settler futurity? However, most importantly, I will also engage, how can AESA, the field and its membership engage in anti-colonial and anti-racist self-reflection and work toward decolonizing the organization and the work that we do as faculty members in this field? To engage in this process of reflexive praxis, I will use Grande’s concept of academic survivance, which includes operating beyond the boundaries set up for us by the institution and toward “an active presence in society and the academy” (p. 12). I slightly modify survivance with Chicana feminist scholar, Ruth Trinidad-Galvan’s concept of supervivencia, which also emphasizes beyond mere survival but from the perspective of Mexican campesinas “left behind” in a context of neoliberal extractivist dislocation. Finally, I draw from my P’urhépecha community ancestry a concept also common throughout many Indigenous communities, Sesi Irekani, el buen vivir, or “the good life.” I will argue that by centering a reflexive praxis based on these saberes-haceres we can refuse, reimagine, and rearticulate a relational comunalidad that unsettles the settler within and recon/figures an alter/Native charge and decolonial practice.