Within sociological literature, Indigenous Studies and settler colonial theoretical frameworks are beginning to be regarded with greater respect and consideration. Yet, the discipline still struggles to emerge from the grasp of settler colonial assumptions; we continue to wait for U.S. Sociology to acknowledge and appreciate that all teaching, learning, and research on Turtle Island takes place on Indigenous homeland. It is a tall task to “decolonize” sociology as a field; however, Indigenous feminist scholars remind us of our responsibilities to critique problems and to offer a generative pathway forward. We take up this charge and offer our experiences and suggestions for how we can take steps toward decolonizing our college classrooms. In this article, a professor and two students write about our differing and shared experiences of learning together in an Indigenous Methodologies graduate seminar at a research-intensive university. We approached the class, and this article, with the following question: What if we were able to imagine a classroom experience that nurtured and inspired us to be in good relation with the Indigenous peoples and homelands on which our classrooms are built? We share our experiences and suggest tools we all may use to bring Indigenous teaching methods into our classrooms, and into our lives outside the classrooms.

在社会学文献中，开始更加重视和考虑土著研究和定居者殖民理论框架。但是，该学科仍然很难从定居者的殖民假设中脱颖而出。我们继续等待美国社会学承认并赞赏龟岛上的所有教学和研究都在土著家乡进行。“非殖民化”社会学作为一个领域是一项艰巨的任务。但是，土著女权主义学者提醒我们我们对批评问题的责任，以及提供向前发展的途径。我们负责这项工作，并提供我们的经验和建议，以帮助我们采取措施对大学教室进行非殖民化。在这篇文章中，一位教授和两名学生在研究型大学的土著方法研究生研讨会上写了我们共同学习的不同经历和共享经历。我们上课时遇到了这样一个问题，即这篇文章，提出了以下问题：如果我们能够想象得到一种能够激发和启发我们与建立教室的土著人民和家园建立良好关系的教室体验，该怎么办？我们分享我们的经验，并提出大家都可以使用的工具，以将土著教学方法带入我们的课堂以及课堂以外的生活。