Classrooms as sites of contestation

Abstract

This article examines how Indigenous decolonization and Black liberation movements, intersect in academic settings. It highlights the importance of Black and Indigenous epistemologies in graduate classrooms, advocating for these spaces to challenge hegemonic norms through survivance—a concept emphasizing the retention and reclamation of marginalized cultures. By employing democratic pedagogies, we argue that university environments should become sites of liberation and decolonization.