« The waters of settler colonialism: Alana Sayers, Revitalizing Hupač̓asatḥ navigational knowledge: Mapping the waters of settler-colonialism using a critical, coastal, community-based consciousness, PhD dissertation, University of Victoria, 2026
Pleading settlers: Darren Reid, ‘Letters to the Editor as Performative Imperial Citizenship: Settler Letters to British Newspapers in the late Nineteenth Century’, Britain and the World, 19, 1, 2026 »

Teaching as a right relation: Aimee de Ney, Remembering Right Relations: A Land-Centered Framework for Settler Teacher Transformation, PhD dissertation, Antioch University, 2026

05May26

Abstract: Settler colonialism is based in the separation of peoples from Lands and from one another, producing ongoing harm to human and more-than-human communities as evidenced in climate collapse, racialized violence, war, and widening social inequities. These conditions are sustained by ideologies of human supremacy—specifically white, male, Christian human supremacy—that deny personhood to most humans and to all more-than-humans, while enabling the attempted erasure of Indigenous peoples and the nation-state enforcement of anti-Black and anti-Brown racism. Situated on the Lands of the Coast Salish Peoples in the Pacific Northwest of the United States, this multiparadigmatic innovation dissertation develops a Land-centered framework for supporting settler teachers in transforming toward relational worldviews that re-situate humans as part of Land. Grounded in decolonial Land-and-water education (Bruce et al., 2023; Calderón, 2014; Calderón et al., 2021; Lees et al., 2023; Lees & Nelly, 2024; Tuck et al., 2014), this framework is designed to unsettle settler epistemologies while centering Land. Organized through a seasonal, circular structure, the framework engages three primary interrelated spheres: turning to Indigenous leadership, Land as first teacher, and unsettling the settler. These spheres inform the disruption of settler colonial values and the reclamation of Land-based values, resulting in four seasonal themes: unsettling/(re)stor(y)ing; trauma-informed ceremony; embodying lifeways; and service/activism. The framework emerged through its enactment as research methodology and is presented as praxis for bringing settlers into relational iv accountability (Wilson, 2008) with Lands and their peoples in service of their liberation, including Indigenous resurgence, Indigenous futurities, and the rematriation of Indigenous Lands to their peoples.


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