ABSTRACTUsing examples from the historical narratives about Kainai (Blackfoot Confederacy) painter Gerald Tailfeathers, this chapter challenges colonial narratives in Canadian history and historiography. Inspired by the author's participation in a Disrupting interview, the chapter explores both the author's personal history with colonial histories and that of the discipline as taught in Canadian universities and practiced in research (including citational practices).

ABSTRACTThis chapter demonstrates the possibilities when a Disrupting the Disciplines framework is used alongside the Decoding the Disciplines framework to directly address teaching bottlenecks related to racism, colonialism, and implicit bias. It describes the benefits of Disrupting interviews for exploring bottlenecks in classroom instructional strategies and shares case studies from two faculty members and one graduate student in the midwestern United States in the disciplines of dance, staff development, and journalism.

ABSTRACTThis chapter uses the author's experiences with a Disrupting interview to describe the connections among decolonization, teaching, and the land in the author's home discipline of civil engineering and in their personal relationship with water.

ABSTRACTWhat are the similarities and differences between Decoding the Disciplines and Disrupting the Disciplines? This chapter explores answers to this question through a series of email exchanges between the two co‐authors. Extensive commentary provides additional history and context for the evolving relationships between Decoding and Disrupting, and the community of people who engage in these practices.

ABSTRACTFramed as a conversation among four authors who have all worked as educational developers, this chapter explores how educational development as a profession is itself colonial and how these colonial aspects can present barriers to educational developers seeking to use Disrupting interviews as a form of educational development. Yet the chapter also describes the possibilities the Disrupting interview holds for both individual resilience and resistance, and collective transformation.

ABSTRACTThis chapter describes the impact that the author's participation in a Disrupting interview had on subsequent iterations of a course in children's literature, focusing in particular on changes to pedagogical practice.

ABSTRACTFocused on the discipline of biology, this chapter reports on the author's personal and professional revelations around their approach to their discipline as uncovered through participation in a Disrupting interview.

ABSTRACT In the territory currently known as Canada, the work of decolonization, Indigenization, and reconciliation within postsecondary institutions is understood as the work of all educators, both Indigenous and non‐Indigenous. Yet non‐Indigenous faculty often struggle to engage, if they engage at all. This article explores barriers for non‐Indigenous faculty to engage in decolonization through analysis of conversations with seven non‐Indigenous faculty at a mid‐sized Canadian university who participated in Disrupting interviews. By analyzing themes in participants’ initial interviews, I identify four barrier categories that impede non‐Indigenous faculty from engaging in the necessary work of decolonization: structural and institutional barriers, disciplinary barriers, individual barriers, and conceptual barriers related to understandings of the relationship between humans and the land. I use faculty comments from individual interviews to nuance each general theme and connect their ideas to broader work on decolonization and Indigenization of higher education. In doing so, this article further demonstrates the usefulness of Disrupting interviews for both uncovering barriers and motivating change among non‐Indigenous faculty specifically and offers those working in post‐secondary institutions important data that will help better support non‐Indigenous teaching faculty to engage in their responsibilities in this area.

ABSTRACTThis chapter describes the history of the Disrupting the Disciplines movement and the methods for its implementation that have been explored over the years. It focuses primarily on how the technique has been developed at one institution (Mount Royal University) and on the ways that Disrupting interviews forefront the ethical space as creating potential for transformative change.