How should teachers of international relations in settler-colonial states engage with First Nations’ sovereignty claims? While a growing body of recent scholarship explores how teaching might acknowledge and move beyond the discipline's racist and colonial origins, less research investigates how pedagogy might rectify inattention to Indigenous sovereignty. This paper reports on a class activity that sought to highlight how the discipline's foundational assumptions can naturalize Indigenous dispossession. In the class, students were asked to conduct discourse analysis of debates surrounding the “Uluru Statement from the Heart,” and to consider practices of Indigenous transnationalism. Although students generally succeeded in identifying how discursive practices consolidate the authority of the settler-colonial state, class discussion tended to reproduce the state's justificatory narratives and to classify First Nations’ claims as akin to those of any other ethnic minority. At a time when many universities are seeking to embed more Indigenous content within curriculum, we reflect on how the activity revealed epistemic colonialism's operation within educational settings. We argue that in addition to introducing Indigenous perspectives and knowledges, it is valuable for teaching in settler-colonial states to focus critical attention onto non-Indigenous practices that reproduce systemic injustice.

中文翻译：

---

国际关系理论课堂上的土著团结教学法是否可行？

定居殖民地国家的国际关系教师应如何处理原住民的主权主张？尽管最近越来越多的学术研究探讨了教学如何承认并超越该学科的种族主义和殖民起源，但很少有研究调查教学法如何纠正对土著主权的疏忽。本文报道了一项旨在强调该学科的基本假设如何使土著剥夺自然化的课堂活动。在课堂上，学生被要求对围绕“发自内心的乌鲁鲁声明”的辩论进行话语分析，并考虑土著跨国主义的实践。尽管学生们普遍成功地确定了话语实践如何巩固定居者-殖民国家的权威，阶级讨论倾向于再现国家的正当性叙述，并将原住民的主张归类为类似于任何其他少数民族的主张。在许多大学寻求在课程中嵌入更多土著内容的时候，我们反思了这项活动如何揭示了认知殖民主义在教育环境中的运作。我们认为，除了引入原住民的观点和知识之外，将批判性注意力集中在再现系统性不公正的非原住民做法上，对于在定居者-殖民国家进行教学是很有价值的。我们反思该活动如何揭示认知殖民主义在教育环境中的运作。我们认为，除了引入原住民的观点和知识之外，将批判性注意力集中在再现系统性不公正的非原住民做法上，对于在定居者-殖民国家进行教学是很有价值的。我们反思该活动如何揭示认知殖民主义在教育环境中的运作。我们认为，除了引入原住民的观点和知识之外，将批判性注意力集中在再现系统性不公正的非原住民做法上，对于在定居者-殖民国家进行教学是很有价值的。