Maroona Murmu:

See, what I have tried to do is to somehow relate things which are more close to my heart, because I think a teacher needs to be passionate about what they are teaching. So it's true that we need to have certain larger frameworks. While teaching undergraduate students who have basically survey courses, we have larger freedom when we teach master courses, but even then, when you're teaching social history, it's important that you take up those areas which have been neglected, or areas where you have, you can contribute your own ways of looking at things like I make it a point to teach. When I talk about prevalence. I look at indigenous librarians, not just as peasant movements as has been seen over the years in history books, but there are other lenses. I call it a ‘celebration of resistance’, the sort of movements that have been taken up by the indigenous population, be it Santal Rebellion, be it Munda Rebellion. So it's just not ‘peasant in arms’. So I think I've tried to even in case of, as I said, in case of caste, so I teach a paper history of political ideas in modern India, and I've been doing it for quite a long time. So make it a point to make caste reservation, an important aspect of the curriculum because anyway, we are very proud of the heritage that we had in Bengal renaissance, starting with Ram Mohon Roy so like, but these are the people who had inconsistencies like all of us ambiguities. So it's like to look into the...despite the liberal stances, the sort of ambiguities they that they had, the sort of prejudices they carried within themselves. So that's the way I've tried to implement things in the curriculum.

Frances Martin and Fatima Pirbhai-Illich:

As a scholar, not indigenous of this land, I would like to be considered an ally in this work. However, I'm not a holder of Indigenous Knowledges, Canadian Indigenous Knowledges nor do I have the right to speak for indigenous peoples. What I can do is to work in an area that I feel I can make a difference in the field of education, while also ensuring that other racialized and minoritized populations are not marginalized or made invisible during the process. And then, in our own work in the context of education, we focus on decolonizing educational relationships. And we write decolonizing with a forward slash between the D and colonizing using better chariot idea that there is no utopian decolonizing space that is separate from colonizing spaces, because we are all always already in relationship with colonizing discourses and materiality. And this signals to us that it's imperative to understand what those colonizing discourses and materialities are before we can begin to find ways of deep linking.

Jerri Daboo:

…within my own practice, what I've been trying to do is to introduce students to a range of different writers and practitioners and approaches and forms and theories from different parts of the world. So we're trying to decentre the West, not to make it invisible or to lose that, but just to place other writers and thinkers from different parts of the world, in conversation in dialogue with those. So that has meant on one level, just looking at what I teach, and who I teach, and trying to expand that, again, to help students think differently about it. But also, as part of that we've been having conversations within my department within the faculty to think about what can we do it again, it's a deeper level that goes more than just introducing writers. So we've had a lot of discussions about antiracism, how we as a department can address these kinds of issues at a structural level, in terms of not just what we teach, but how we teach how we engage with students, as well.

Maisha Reza:

I think the most important step to getting on this journey is learning about decolonization and understanding what it means to you as an individual. I would say that I am still in the process of actively reflecting, unlearning, and learning what it means to decolonize on a personal level. I cannot try to decolonize my curriculum or my practice before I try to decolonize myself and my own mind.