2014/07/04 by Lisa Patel, Lisa (Leigh) Patel
Social Sciences · #Critical Race Theory in Education #Global Education and Multiculturalism #Race, History, and American Society
paper · doi:10.1080/00131946.2014.924942
crossref issued 2014/07/04 · crossref published 2014/07/04 · crossref published-print 2014/07/04 · openalex publication_date 2014/07/04 · crossref published-online 2014/07/28 · crossref created 2014/07/28 · crossref deposited 2025/05/03 · openalex created_date 2025/10/10 · crossref indexed 2026/08/02 · openalex updated_date 2026/08/02
In this theoretical article, I argue for a relational stance on learning as a way of reckoning with educational research as part of the settler colonial structure of the United States. Because of my geopolitical location to the United States as a settler colony, I begin by contrasting the stances of anticolonial and decolonial. I then analyze the ways in which educational research is animated by settler colonialism in its constant pursuit of property and ownership. Through examples of research, I make visible how the physical practices of settler colonialism are echoed through material and figurative practices of education and perpetuate colonial relationships. I close with a call for educational research to become answerable to knowledge about learning through learning as being-in-relation that recognizes education and educators investments in settler colonialism.