Unravelling colonial education: from Dazzling White to Deliberately Decolonised and supporting the case for Indigenous universities

Abstract

ABSTRACT Western universities continue to produce ethnic inequities in educational outcomes within settler colonial contexts. Juxtaposed are Indigenous and tribal universities, producing thousands of graduates despite a challenging environment. This conceptual paper critically examines teaching practices to encourage reflection and action from white and/or racialised teachers. Drawing on the lived experiences of Indigenous and non-Indigenous teachers from Aotearoa, Australia, and the United States, this paper articulates a double spiral of teaching practice drawing on anecdotal and research evidence. The spiral spins, forward and back, from Dazzling White to Off-White Aspirations, Culturally Safe, Intentionally Anti-Racist to Deliberately Decolonised. We use the holistic measurement of what one may feel, hear, and see in these classrooms to illustrate the dimensions. To address educational disparities in Western academia, we encourage non-Indigenous educators to develop their racial literacy. Furthermore, we support the recognition and investment in Indigenous universities where Indigenous peoples are more likely to thrive.