Abstract Social movements are pedagogical spaces for collective learning across difference. Divergent worldviews, interest and identity, historical legacies and relations of power complicate notions of allyship and solidarity for common cause. In this article, we draw on social movement and transformative learning to reflect on our experiences of learning and unlearning as white settler-colonialists researching allyship in the Standing Rock struggle against an oil pipeline in the United States. Our text is also shaped by our own experience as activists within a local Indigenous-led movement to protect ocean and land from the Trudeau–Kinder Morgan oil pipeline. First we introduce ourselves, our research project, context and argument. We then position our work within social movement and transformative learning scholarship, critique notions of allyship and then solidarity. We argue for the unlearning of colonial practices and mindsets which centre our particular white colonial knowledge, leadership, privilege, power and bodies and learning towards decolonising solidarity. To illustrate this process, we present three personal vignettes that speak about the start of our own 'unlearning of ourselves', and learning of decolonising solidarity. We conclude the article with a discussion of how best we believe learning towards decolonising solidarity might proceed in social movements.

中文翻译：

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解除同盟关系，学习和非殖民化团结学习

摘要社会运动是跨越差异的集体学习的教学空间。不同的世界观，利益和身份，历史遗留和权力关系使出于共同原因的盟友和团结观念变得复杂。在本文中，我们利用社会运动和变革性学习来反思我们的学习和失学经历，因为白人定居者-殖民主义者在立岩与美国石油管道的斗争中研究盟友。我们的文字也受到我们在当地土著领导的运动中作为活动家的经验的影响而形成，该运动旨在保护海洋和陆地免受Trudeau-Kinder Morgan输油管道的侵害。首先，我们介绍自己，我们的研究项目，背景和论点。然后，我们将工作定位于社会运动和变革性学习奖学金中，批判性概念，然后是团结。我们主张不学习殖民习俗和思维方式，以集中我们特定的白人殖民地知识，领导才能，特权，权力和机构，并学习消除殖民化的团结。为了说明这一过程，我们介绍了三个个人短片，它们讲述了我们自己的“不学习自己”的开始以及非殖民化团结的学习。在本文结尾处，我们讨论了我们认为如何最好地在社会运动中进行非殖民化团结学习。我们介绍了三个个人短片，讲述了我们自己“不学习自己”的开始以及非殖民化团结的学习。在本文结尾处，我们讨论了我们认为如何最好地在社会运动中进行非殖民化团结学习。我们介绍了三个个人短片，讲述了我们自己“不学习自己”的开始以及非殖民化团结的学习。在本文结尾处，我们讨论了我们认为如何最好地在社会运动中进行非殖民化团结学习。