Currently a PhD candidate at the department of sociology and anthropology of Concordia University, working on Indigenous higher education as a tool for decolonization in the Americas, I always start my presentations by situating my own position as a non-Indigenous person, born and raised in Mohawk territory (Montreal), as member of the settler society. However, I ignored this is a fact for most of my life, as most settlers in Montreal, Quebec, and Canada in general do, given our current education system and the socio-cultural theories it relies on (Batiste, 2005; Alfred, 2004; Brayboy, 2005). Realizing this problem late in my education, I turned to Indigenous initiatives in education, where communities identified needs and interests in higher education and built empowerment and self-determination, allowing survival, recovery, and moving communities past historical trauma. With Tribal Colleges, Indigenous Universities and Native American Studies programs collaboration and permission in USA (Montana and Arizona) and in Ecuador, I learned about Indigenous epistemologies and ontologies built and transmitted in Indigenous higher education. Ultimately, I believe the concrete initiatives, innovations and theoretical challenges that emerge from Indigenous higher education become learning and decolonizing opportunities for mainstream higher education and research.

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