Yet, despite its significance, ignorance has appeared a largely secondary concern among sociologists. Ignorance is socially constructed, negotiated, and pervasive ignorance is often socially inevitable, even necessary and, without a doubt, ignorance is socially consequential. To conclude, the author advocates for instructors to be critically self-reflective and to use sociology classrooms as sites of decolonization.īy a wealth of indicators, ignorance appears a bona fide if often vexing social fact. The author contends that adding land back into sociological frameworks will help make visible legitimized racism and the cultural logic of elimination and replacement of Indigenous peoples of Turtle Island. By discussing an active-learning writing assignment and students’ work from an online course in sport and society, the author argues for sociologists to go beyond frameworks that conceptualize American Indians as a racial or ethnic group seeking greater inclusion in a multicultural nation and consider ongoing settler colonialism that structures U.S. Building on recent scholarship on settler colonialism and decolonization as well as her experiences of being unsettled, the author discusses the limitations of her critical sociological toolkit for understanding and teaching about the cultural violence associated with “Indian” sport mascots. This article contributes to emerging efforts to decolonize race-based approaches and antiracist pedagogies in sociology.
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