This document discusses decolonization practices using Indigenous and queer epistemologies. It focuses on relationality, accountability, lived experiences, oral storytelling, and breaking conventional boundaries. Indigenous and queer knowledge is described as shifting and unstable. The document identifies several goals: understanding colonization; identifying decolonization means; spreading awareness of Indigenous epistemologies; building domain knowledge; and designing experimental systems and theories. It prompts the reader to identify a problematic practice and how to change it. Further reading references are provided.
2. Indigenous and Queer Knowledge
Relationality
Accountability
Lived experiences
Oral Storytelling
Breaking of conventional
boundaries
Knowledge as shifting and
unstable
Focus on power
4. 1. understanding of how colonization works
2. identify means for decolonization
3. spread awareness of Indigenous
epistemologies
4. build deep domain knowledge
5. design experimental systems, theories
Belarde-Lewis & Duarte, 2015
5. Identify a practice that you
know is problematic but
don’t know how to change
6. Further Readings
Dei, G. J. S. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive
Education, 4(2), 111–132.
Deloria, V. (1996). If you think about it, you will see that it is true. Revision, 18(3), 37–44.
Duarte, M., & Belarde-Lewis, M. (2015). Imagining: creating spaces for Indigenous ontologies. Cataloging and
Classification Quarterly: Indigenous Issues in Cataloging and Classification.
Drabinski, E. (2013). Queering the catalog: queer theory and the politics of correction. Library Quarterly, 83(2), 94–111.
Meyer, M. A. (2008). Indigenous and authentic: Hawaiian epistemology and the triangulation of meaning. In N. K. Denzin,
Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 217–232). Los Angeles:
Sage.
