Triangular encounters, rurally: Debbie Parker, Jeanna Emms, Michelle Lam, Don Boddy, Malika Pruthi, Mitch Tilk, ‘Immigration, settler colonialism, and Indigenous sovereignty: The role of community-based education in anti-racism, relationship-building, and shared futures’, Frontiers in Education, 2026 | settler colonial studies blog

Triangular encounters, rurally: Debbie Parker, Jeanna Emms, Michelle Lam, Don Boddy, Malika Pruthi, Mitch Tilk, ‘Immigration, settler colonialism, and Indigenous sovereignty: The role of community-based education in anti-racism, relationship-building, and shared futures’, Frontiers in Education, 2026

20Aug26

Abstract: The Canadian context is one in which settler colonialism used legal lies like the Doctrine of Discovery and Terra Nullius to lay claim to land already occupied, used, and cared for by Indigenous Peoples1 since time immemorial. After arrival, settlers “began to act less and less like guests and more and more as lords” (Manuel, 2015, p. 4). Not much has changed. Today, settler descendants still hold political power, including the ability to determine who can arrive and settle, set immigration target numbers, prioritize destinations, determine policy, programs, and practices, allocate resources, and even decide which cultural specificities are acceptable and how identities are defined. For Indigenous community members, immigration can be a reminder of supports not equally available to their communities, decisions made without adequate consultation, and additional burden on already dispossessed lands. This article begins with an exploration of Canada’s immigration system, including a critical view of Indigenous-newcomer-settler relations and Canada’s portrayal as a welcoming, inclusive nation. As First Nations, newcomer, and settler authors, we argue that inclusivity is not possible when standing on stolen land. Critical views, however, must be joined to creative possibilities, lest we all drown in despair. Within a 3-way Venn diagram describing Indigenous-settler-newcomer relations, overlapping areas can signal tension but may point to solidarity, hope, and healing. These possibilities can be uniquely explored in a rural environment, where relationships are constrained and bolstered by geography. Portage la Prairie is near four First Nations communities and a popular destination for immigration – a unique microcosm for exploring broader movements in Canada. Weaving our stories and experiences together within this case story, we share newcomers’ emotions encountering knowledge about why their dream country is not what they had anticipated, costs borne by Indigenous community members and leaders educating about true history, along with their motivations, and the negotiations undertaken by settlers finding their roles. Using interest convergence, we argue that for such initiatives to be sustainable, they must be beneficial to all three groups. We conclude by examining the role of education in building community, sharing knowledge, and redefining who tells the stories of Canada.

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