Poitras Pratt, YvonneHanson, Aubrey Jean2024-07-122024-07-122020-01-27Poitras Pratt, Y., & Hanson, A. J. (2020). Indigenous instructors’ perspectives on pre-service teacher education: poetic responses to difficult learning and teaching. Race Ethnicity and Education, 25(6), 855–873. https://doi.org/10.1080/13613324.2020.1718085https://hdl.handle.net/1880/118674https://doi.org/10.11575/PRISM/43516Instructors teaching an Indigenous education course face the challenges of shifting students’ understanding and inviting them into the work of decolonizing education. Indigenous instructors take on the embodied and emotional work of highlighting diverse representations of Indigenous peoples, histories, and perspectives in scholarship in order to make this learning meaningful to students. Bringing such views to education students, who are mostly non-Indigenous, is no easy task. In this study, we examine instructor experiences of difficult teaching within a mandatory Indigenous education course in Canada. We adopt a ‘poetics of anti-racism’ to represent and explore the moments of difficult teaching that are indicated by what is said, and unsaid, by the Indigenous instructors we interviewed. We argue that poetic approaches are powerful in articulating the complexity of Indigenous instructors’ experiences, as well as inspiring moments of transformation in education.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Attribution-NonCommercial-NoDerivatives 4.0 InternationalIndigenous educationAnti-racismTeacher educationDecolonizing pedagogiesArticlehttps://doi.org/10.1080/13613324.2020.1718085