Belonging and Othering in Research and Education: Bringing Indigenous Voices into the Classroom

Abstract

This article explores the use of Two-Eyed Seeing as a guiding framework to bring Indigenous and Western knowledges alongside one another in post-secondary art education. In response to growing calls for decolonization in education, the research highlights the need for culturally responsive pedagogy, relational accountability, and authentic engagement with Indigenous communities. Rooted in decolonization and Indigenous methodologies such as Storywork, the research centers Indigenous voices through collaborative workshop design led by Indigenous knowledge holders and artists. The study emphasizes the educator’s responsibility to move beyond tokenism, engage in critical self-reflection, and build reciprocal relationships. Two-Eyed Seeing fosters transformative learning by valuing diverse knowledge systems equally and supporting student connection, creativity, and relationality. The article critically examines the challenges non-Indigenous educators face in decolonizing curricula, including fear, lack of preparation, and systemic barriers. It calls for education that is co-created, reflective, and committed to centering Indigenous perspectives.