Martin, BStewart, GWatson, KSilva, KTeisina, JMatapo, JMika, C2022-02-082022-02-0820192019Educational Philosophy and Theory, 52:3, 312-321, DOI: 10.1080/00131857.2019.16521640013-1857https://hdl.handle.net/10292/14891Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indigenous people to create another paradigm or site for their own resistance or transgression of thinking? What are the roles of Indigenous and non-Indigenous peoples in this space of educational potential, this curriculum called decolonization? This article presents a multi-vocal reflection on these and related questions.Copyright © 2020 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). [JOURNAL TITLE] is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).Coloniality; Curriculum theory; Decolonization; Indigenous; Pacific PeoplesJournal ArticleOpenAccess10.1080/00131857.2019.1652164