ABSTRACT
This chapter examines the juxtaposition of existing epistemological violence and absent ethical relationality (Donald (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts, First Nations Perspectives, 2(1), pp. 1–24). This chapter will make clear that though Indigenous women are inherently positioned to be a threat to settler colonialism (Anderson, 2011a), we are not inherently vulnerable. I will also speak to and through sexualized violence in academic spaces and through my lens of being an Iskwew, or Cree woman, scholar, and storyteller; this chapter will navigate my lived experiences of collegial misconduct during a significant celebratory milestone. I hope that this chapter will ignite opportunities for conversation that will engage themes such as precarity, womanhood, and the academy through the (re)generative synergies of truth-telling poetics.
