Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far

Abstract

In this article, we reflect on learnings from our collaborative efforts to engage with the complexities and challenges of decolonization across varied educational contexts within the Americas. To do so, we consider multiple interpretations of decolonization, and multiple dimensions of decolonial theory and practice. Rather than offer normative definitions or prescriptions for what decolonization entails or how it should be enacted, we seek to foster greater sensitivity to the potential circularities in this work, and identify opportunities and openings for responsible, context-specific collective experiments with otherwise possibilities for (co)existence. Thus, we emphasize a pedagogical approach to decolonization that works with and through complexity, uncertainty, and complicity in order to “stay with the trouble.”.