Drawing from multiple courses, the authors explore the intersections and connections concerning the various ways students in mainstream programmes experience and express counter-resistances to decolonizing and anti-oppressive pedagogies. The authors focus on how aspects of curriculum can at once minimize, trigger and/or provoke various aspects of resistances. They also consider how the positionality of the instructor and purposeful and mindful choices in curriculum, course content and classroom practices assist students to reflect on their own positionality and the ways networks and relations of power and privilege are implicated in learning and teaching. From the perspectives of one Indigenous and one non-Indigenous instructor, the authors share practical examples related to decolonizing and anti-oppressive pedagogies within higher education contexts.

中文翻译：

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非殖民化课程：学生对反压迫性教学法的抵制

作者从多门课程中汲取了经验，探索了主流课程中学生体验各种方式的交汇点，并表达了对非殖民化和反压迫性教学法的抵制。作者关注课程的各个方面如何立即最小化，触发和/或引发抵制的各个方面。他们还考虑了讲师的位置以及课程，课程内容和课堂实践中有目的地和思想选择的方式如何帮助学生反思自己的位置以及在学与教中涉及网络，权力和特权关系的方式。从一名土著教员和一名非土著教员的角度来看，