ABSTRACT

In this article, the tree is used as a metaphor for the birth, nourishment, growth, stress, pruning, resilience, and regeneration of decolonial work to indigenize museum education. At the center of this work is Indigenous peoples, perspectives, and ways of knowing and being. This principle has guided the work of the authors who assert that when museum education is led by Indigenous and racialized women with a shared commitment to foster authentic relations with Indigenous peoples through anti-oppressive education, the decolonial work to indigenize museums is possible. Indigenous staff, advisors, and community members worked in coalition with non-Indigenous staff, who shifted from working in allyship when convenient to working as accomplices when risk was involved. To indigenize museum education means to challenge the colonial narratives perpetuated by museums and to fight for narrative sovereignty by Indigenous peoples in a colonial institution – that is at the heart of the decolonial work in this case study.

摘要

在这篇文章中，这棵树被用来比喻去殖民化工作的诞生、滋养、成长、压力、修剪、复原和再生，以使博物馆教育本土化。这项工作的核心是土著人民、观点以及认识和存在的方式。这一原则指导了作者的工作，他们断言，当博物馆教育由土著和种族化妇女领导并共同致力于通过反压迫教育促进与土著人民的真实关系时，使博物馆本土化的非殖民化工作是可能的。原住民员工、顾问和社区成员与非原住民员工联合工作，他们从方便时在 allyship 工作转变为在涉及风险时作为同谋工作。