From where we stand: unsettling geographical knowledges in the classroom

Abstract

This piece reflects on the challenging process of implementing decolonial theory and practice in designing and co‐teaching an introductory human geography course. We share these reflections in dialogue with others striving to unsettle colonial and racist knowledge production. Our main objective is to encourage geographers to learn from Indigenous movements for decolonisation and self‐determination, as we work to unsettle geographical knowledges through our teaching.