ABSTRACT
This chapter describes the content and character of what I forward as survivance storytelling, an approach to educational research that attends colonialism and survivance within education. Survivance storytelling is a form of community recognition—a way to let Indigenous students, families, and educators know that I see them and I know what they’re up against. However, survivance stories are also designed to develop educators’ sensibilities to detect the nuanced ways colonial dynamics play out in educational policy and practice, fostering educators’ anticolonial literacy. After a brief overview of how settler colonialism and survivance must be requisite teacher knowledge, the chapter responds to a set of key questions posed by anticolonial scholar Leigh Patel around answerability in educational research.
