ABSTRACT
Educational contexts shaped by colonialism are ill-equipped to build from the contributions of superdiversity, such as neuro-diversity, cultural diversity, and differences in socioeconomic status, gender, or experiences of the world. Building on the belief that superdiversity is a normal state of being that may be applied to instructors, students, and content, the authors of this chapter explore how they, as two diverse instructors of mandatory Indigenous education courses, have structured their approach to facilitating learning opportunities about Indigenous and decolonizing perspectives. They consider some of their reflective, contextual, and practical foundations in presenting Indigenous and decolonizing perspectives and embracing superdiversity among Indigenous (and all) Peoples. Based on deep reflections of their practice, commitments to the inclusion of diverse perspectives, using arts and literature, co-constructing knowledge, and structuring activities using place-based approaches emerged. The chapter includes descriptions of important considerations and examples, including excerpts from a conversation, to show how the authors have taken up these ideas from their own perspectives. They conclude that teaching diverse content, based on their own unique identities and positionalities in relation to Indigenous and decolonizing perspectives, allows them to create deep learning opportunities for diverse learners in the classroom.
