Curricular futurity against settler colonialism (introduci ng a special issue): Hollie Anderson Kulago, Leilani Sabzalian, Jeremy Garcia, ‘Indigenous Futurities in Curriculum’, Journal of Curriculum Theorizing, 39, 3, 2024, pp. 1-7 | settler colonial studies blog

Curricular futurity against settler colonialism (introduci ng a special issue): Hollie Anderson Kulago, Leilani Sabzalian, Jeremy Garcia, ‘Indigenous Futurities in Curriculum’, Journal of Curriculum Theorizing, 39, 3, 2024, pp. 1-7

26Aug24

Excerpt: We begin this issue by sharing the diverse lands, waters, and relations that we bring with
us. Evident in our opening narratives, our relations to these lands and waters realign and connect
us with our ancestors. Just as Indigenous lands and communities are diverse, so too are Indigenous
futurities in education and beyond. In her article on rematriating curriculum studies, Unangax̂
scholar Eve Tuck (2011) foregrounds rematriation as an important framework for upending settler
colonialism in curriculum studies. Rematriating here means returning lands, attending to the
significance of land in curriculum, as well as “the redistribution of power, knowledge, and place,
and the dismantling of settler colonialism” (p. 37). As Tuck offers, “When curriculum studies are
rematriated, alternative aims of curriculum in communities begin to surface” (p. 35), and in this
issue, we connect diverse futurity work to these alternative aims. Curriculum theorizing that begins
from specific Indigenous lands and waters as vital and diverse systems of relationality has the
potential to upend settler colonialism and support Indigenous futurity.

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