Abstract
ABSTRACT Through this article, I critique the notion of critical thinking as it is mobilized in our education systems as an entry point for challenging the equity, diversity and inclusion lens that typifies professional development approaches which will illuminate why other approaches are needed. Using my own lived experiences as an Indigenous woman, I provide clarity on the concept of Indigenous relationality and the potential it has an alternate pathway for the embodiment of antiracist education that draws on Blackfoot ontological responsibilities and constructions of what it means to be a fully relational human being as understood from Blackfoot ways of knowing.
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