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Drawing on place-and-pedagogy scholarship, it proposes pedagogical orientations that embed curriculum within multiple colonial “here-nows” and “there-thens.” The discussion emphasizes de/colonizing education through refusal, resistance, and re-signification of racism and colonialism as everyday material-discursive realities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/not-so-monumental-agents-decolonizing-places-of-learning/598075/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/not-so-monumental-agents-decolonizing-places-of-learning/598075.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do monuments play in the authors’ argument about learning places?","Question",{"text":112,"@type":113},"Monuments are treated not only as symbolic nodes but as components of wider movements that distribute colonial logics across time and space. Their force is material-discursive and appears in everyday racism and colonialism.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do educational institutions function as “agents” in this essay?",{"text":117,"@type":113},"Educational institutions are framed as subtle pedagogical agents that produce ways of being in relationship and shape what and how learners know and imagine Indigenous–non-Indigenous relations. They also carry de/colonizing possibilities and problematics through their practices and material features.",{"name":119,"@type":110,"acceptedAnswer":120},"What pedagogical orientation does the essay recommend for de/colonizing education?",{"text":121,"@type":113},"It advocates embedding curriculum in a multiplicity of colonial “here-nows” and “there-thens,” enabling thought to confront learners from outside existing concepts and subjectivities. It also calls for consistent examination of colonial logics in contexts that mix colonizing and decolonizing efforts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598075,1792880993,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Higgins & Madden, 2017 Canadian Social Studies, Volume 49, No. 1  \n(Not So) Monumental Agents: De/Colonizing Places of Learning  \nMarc Higgins  \nDepartment of Secondary Education  \nFaculty of Education  \nUniversity of Alberta  \n[marc1@ualberta.ca](marc1@ualberta.ca)  \nBrooke Madden  \nDepartment of Educational Policy Studies  \nFaculty of Education  \nUniversity of Alberta  \n[bmadden@ualberta.ca](bmadden@ualberta.ca)  \nWhat might it mean to inflect the current focus on public memory encapsulated in monuments by considering an equally important yet more subtle or (not so) monumental agent:  \neducational institutions as products and producers of colonial logics and ways of being in relationship? In this essay, the authors offer pedagogical orientations that seek to embed curriculum in a multiplicity of colonial here-nows and there-thens that always already constitute our places of learning and learning selves in the making.  \nThought is able to confront us from the only place where it can confront us: from outside the concepts we already have, outside the subjectivities we already are, outside the material reality we already know. (Ellsworth, 2005, p. 55)  \nIn light of calls to address explicitly lingering and momentous celebrations of white settler nationalism—perhaps most recently made visible through the events surrounding the proposed removal of the Robert E Lee statue in Charlottesville and the related “Unite the Right” rally and protests—we take up the invitation to explore the roles we might play as teacher educators specializing in Indigenous education and truth and reconciliation education. Without diminishing (re)naming efforts that seek to address appropriation of Indigenous symbols (e.g., UBC, n.d.) and celebration of public figures who played key roles in the “cultural genocide”(TRC, 2015) of Indigenous peoples (e.g., Clancy, 2017; Wherry, 2017) for example, we suggest decolonizing education involves attending to a much more expansive and insidious landscape. Accordingly, we inflect the focus on public memory encapsulated in (and produced through) monuments by considering an equally important yet more subtle or (not so) monumental agent: educational institutions. While we hold that is imperative to vigilantly engage in the refusal, resistance, andresignification of historical moments of racism and colonialism and the ways in which they materially manifest, we suggest that these mo(nu)ments are also components of greater movements (i.e., relations of power that flow directionally, vary in intensity, and sometimes sediment) . They are at once a moment and a movement: a “mo(ve)ment”(Davies & Gannon, 2009). Mo(ve)ment calls attention to the ways in which colonial logics (Donald, 2012) and the types of relationships they secure (Dion, 2009) exceed a series of mo(nu)ments that geographically and historically perforate the fabric of society. Beyond a symbolic node, mo(ve)ment includes the material-discursive force within, between, and beyond these  \nHiggins & Madden, 2017 Canadian Social Studies, Volume 49, No. 1  \nmo(nu)ments that gives shape and texture to the spaces and places we occupy, as well as manifests as acts of everyday racism and colonialism.  \nAs nodes within a flow, mo(nu)ments are not hermetically sealed from that which is temporally and spatially adjacent, nor are they separate or separable from that which semiotically and materially co-constitutes them. Just as a colonial past implicates us as humans in the present and to futures-to-come (Donald, 2004), we argue that colonial logics are also distributed across the materiality and spatiality of place. As such, our places of learning come to shape both what and how we learn about and imagine Indigenous—non-Indigenous relations.“Thinking with”(Jackson & Mazzei, 2012) Ellsworth’s (2005) scholarship on place and pedagogy, we ask: How might we design pedagogical approaches that invite differential consideration of our places of learning or “the material reality we ","cbCaiel1aSgDDNAo","https://ap.wps.com/l/cbCaiel1aSgDDNAo","pdf",148341,"English","# Introduction\n## Monuments and colonial logics\n## Educational institutions as pedagogical agents\n## Place, architecture, and curriculum","[{\"question\":\"What role do monuments play in the authors’ argument about learning places?\",\"answer\":\"Monuments are treated not only as symbolic nodes but as components of wider movements that distribute colonial logics across time and space. Their force is material-discursive and appears in everyday racism and colonialism.\"},{\"question\":\"How do educational institutions function as “agents” in this essay?\",\"answer\":\"Educational institutions are framed as subtle pedagogical agents that produce ways of being in relationship and shape what and how learners know and imagine Indigenous–non-Indigenous relations. They also carry de/colonizing possibilities and problematics through their practices and material features.\"},{\"question\":\"What pedagogical orientation does the essay recommend for de/colonizing education?\",\"answer\":\"It advocates embedding curriculum in a multiplicity of colonial “here-nows” and “there-thens,” enabling thought to confront learners from outside existing concepts and subjectivities. It also calls for consistent examination of colonial logics in contexts that mix colonizing and decolonizing efforts.\"}]","(Not So) Monumental Agents: De/Colonizing Places of Learning | PDF",1792086238,13]