Immigrant/Settler/Teacher/Student: Place Relations as a Pedagogical Knot

In this chapter, the authors story their journeys as immigrants, settlers, students, and teachers to make tangible how the complexities of identities are inherently entangled with enacting place pedagogies on unceded lands. The chapter includes experimentation with storytelling methodologies, such as an autobiographical life review, autohistoria-teoría, and self-location essaying. The storytelling methodologies are offered as a commitment to unsettling place with the hope that these gestures towards decolonizing the academia’s modes of knowledge creation as they open up possibilities for students and educators to engage with place differently in pedagogical contexts.