ABSTRACT. In contrast to extensively used research methodologies that perpetuates oppressive colonizing oppressive research traditions, we will share the use of Feminist Decolonizing Indigenous Epistemologies in our scholarship and activism. We understand the topic of this year conference, the (sur)real, as an opportunity to highlight that social movements, community engagement, and grassroots activism in our localities and from other geographies of reason, particularly the USA borderlands—which we include as part of the Global South—are spaces of resistance, creations, and learning. Each one of us, faculty at different departments and universities, are actively working towards the same purpose, going back to our roots, engage with the current conditions, and search for possibilities of building a world inclusive of our social realities, lived experiences, genderized and minoritized bodies are recognized and welcome.

ABSTRACT. In my proposed workshop participants will engage in pursuing part of a multilayered timeline assignment I have developed for future teachers. Participants will create a personal timeline and then work in small groups to identify historical events and educational policies that might have determined their memories. I will share examples of student generated timelines as well as course materials that I use to support students in learning about white supremacy and its history. Finally, we will explore the possibilities and challenges of the assignment as a teaching tool for awakening sociopolitical consciousness.

ABSTRACT. In contrast to extensively used research methodologies that perpetuates oppressive colonizing oppressive research traditions, we will share the use of Feminist Decolonizing Indigenous Epistemologies in our scholarship and activism. We understand the topic of this year conference, the (sur)real, as an opportunity to highlight that social movements, community engagement, and grassroots activism in our localities and from other geographies of reason, particularly the USA borderlands—which we include as part of the Global South—are spaces of resistance, creations, and learning. Each one of us, faculty at different departments and universities, are actively working towards the same purpose, going back to our roots, engage with the current conditions, and search for possibilities of building a world inclusive of our social realities, lived experiences, genderized and minoritized bodies are recognized and welcome.