Abstract
ABSTRACT Writing as both instructors and students who worked together in the undergraduate course Water Justice, we reflect on the limits and possibilities of engaging in anticolonial teaching-learning practices within the ongoing contexts of settler colonialism and racial violence that shapes universities. We describe how we designed Water Justice as a place-based, anticolonial research collaboration, and focus on how students grappled with the substantive and affective dimensions of their (un)learning process. Together, we illustrate the tensions and possibilities of anticolonial approaches to undergraduate education.
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