Unsettling Education: Searching for Ethical Footing in a Time of Reform shares stories of teachers resisting mandates to teach to the test in dehumanizing ways by de-commodifying educational spaces and enacting their ethical commitments to students and communities.

This edited collection tackles “unsettling” as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non- Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.

This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees. The contributors detail their experiences teaching theoretical perspectives regarding race, gender, ethnicity, sexuality, power, and the construction of schools as an institution of the state. The editors and contributors hope to offer the beginning of a colleagial dialogue within the field of education (both inside and outside the academy) about the relevance and pedagogical issues associated with such material. Additionally, the contributors offer advice on missteps to avoid and provide success stories that give hope to those who also wish to engage in the practice of teaching theory to teachers.

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.

"Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies"--Publisher's summary.

The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions?some of them quite dangerous. Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live.

Shifts the narrative around the history of US higher education to examine its colonial past. Over the past several decades, higher education in the United States has been shaped by marketization and privatization. Efforts to critique these developments often rely on a contrast between a bleak present and a romanticized past. In Unsettling the University, Sharon Stein offers a different entry point—one informed by decolonial theories and practices—for addressing these issues. Stein describes the colonial violence underlying three of the most celebrated moments in US higher education history: the founding of the original colonial colleges, the creation of land-grant colleges and universities, and the post–World War II "Golden Age." Reconsidering these historical moments through a decolonial lens, Stein reveals how the central promises of higher education—the promises of continuous progress, a benevolent public good, and social mobility—are fundamentally based on racialized exploitation, expropriation, and ecological destruction. Unsettling the University invites readers to confront universities' historical and ongoing complicity in colonial violence; to reckon with how the past has shaped contemporary challenges at institutions of higher education; and to accept responsibility for redressing harm and repairing relationships in order to reimagine a future for higher education rooted in social and ecological accountability.