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Settler fallacies
| Question | Answer |
|---|---|
| Performative protocols | Engaging with Indigenous peoples/cultures/communities to further one's own career, tick boxes or simply make oneself look good in the eyes of colleagues |
| Sovereignty ignorance | Conceptualizing Indigenous peoples as stakeholders not rightsholders, while extracting and profiting from our lands and failing to engage with us. Archaeology. Tokenism |
| Urgency culture | Contributing to a career-based academic culture which ignores time needed to build the relationships necessary for good engagement |
| White Fragility | Projecting one's feelings and discomfort when being decentred/unsettled, while remaining callous of the ongoing historic harms of marginalized peoples. |
| Settler-colonial blinders | Assuming Indigenous ways of thinking and knowing are less correct than, or inferior to, Western scientific positions, or irrelevant to scientific research agendas |
| Western Superiority | Privileging scientists as knowledge holders and engaging with Indigenous knowledges through a Western lens without respecting them as parallel ways of knowing |
| Columbusing knowledges | Claiming scientific 'discovery' of concepts, practices, species, etc., while failing to credit or acknowledge long-standing Indigenous knowledge and understandings therof |
| Neocolonial Reinforcement | Failing to realize how settler-colonial science frameworks exist within and contribute to a neo-colonial settler-state, to the detriment of Indigenous peoples and their kin |
| Techniques for shift | Listen to our voices, disrupt whiteness, commit to change, step up to the plate, derridean flip, curiosity over capital gains, build equitable partnerships, identify your positionality |
| Listen to our voices | Read outside of your scientific field on Indigenous history and perspectives. Challenge biases, and read from and cite Indigenous scholars. Question where our voices are lacking and if we've been excluded. |
| Disrupt whiteness | Create the opportunity for vulnerability and uncomfortable conversations. Sit in the awkwardness of your ontological privilege and challenge the student-teacher power dynamic. |
| Commit to change | Continue to educate yourself and others, participate, and commit to working with Indigenous peoples towards and anti-colonial and inclusive science paradigm. Center Indigenous rights as a responsibility. |
| Step up to the plate | Engage with us, reciprocally, do the work before you ask for ours. We can't be expected to work for everybody while representing a fraction of the population |
| Derridean flip | Flipping the narrative between science and Indigenous knowledges can help you see the 'invisible' power structures inherent in the discussion. Did that recent 'scientific' finding really prove ancient knowledge was right? |
| Curiosity over capital gains | Interrogate how your work upholds settler-colonial capitalist institutions which exist and benefit off the continued oppression of Indigenous peoples and their lands. Fight back against these neo-liberal structures. |
| Build equitable partnerships | Engage following codes of ethics and foster relationships which center Indigenous priorities, free prior and informed consent, and mutually agreed terms. Move beyond 'power over' into 'power with' relationships |
| Identify your positionality | Explore how your cultural, familial, political and social identity intersect to influence your power and privilege in science and an unjust society. How might you leverage these to address ongoing oppression of peoples relevant to your work |
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