Black and Indigenous educators share sociopolitical histories of transformative and community-based practices for developing and disseminating knowledge. They challenge an educational structure upheld by western institutions. This literature review primarily reflects the voices of Black and Indigenous scholars who experience intergenerational trauma and systemic education inequities, grieving loss of land, language, and ways of knowing. Their healing lies in resistance. Resistance is rooted in reimagining and creating spaces that nourish, support, and uplift students' and teachers' emotional and intellectual selves. In Teaching Community: A Pedagogy of Hope, bell hooks, author and social activist, quoted author Parker Palmer who said in To Know as We are Known, "The origin of knowledge is love…the reunification and reconstruction of broken selves and the world" (2003, p.132). The act of knowing is intrinsically tied to loving; collectively and individually, we embrace one another as we learn about ourselves. It is through "...such knowing [that]we are known and are known as members of one community" (p.132).

In this spirit, my thesis sets out to understand the idea of creating school curricula in community. In particular, my work uncovers curriculum development in partnership with those whose lived experiences and visions center on bringing truth to history and reconciliation through learning and understanding across a broad community. I draw upon the existing literature to explore Indigenous communities, prioritizing learning and relational pedagogy. I look for sovereignty-seeking examples and challenging the western paradigm of education. I begin by looking at decolonizing education theories that rethink and challenge traditional approaches to education. I then explore the importance of how community-based education is synonymous with place-based education. It is important to note that since I am not Indigenous, I cannot attempt to "decolonize" spaces, but what I can do is working towards reconciliation -- understanding place and reconciling with Western history. However, decolonizing points of view by Indigenous people can be a guide to any pedagogical approach so long as non-Indigenous people do not claim it. 

Most of the existing literature focuses on concepts that should be taught to students, rather than the idea of "teaching teachers," which is an integral part of ensuring that lessons are facilitated in ways that uphold truth and do not reinforce colonial ideals. My project is aimed at generating ways in which teachers can engage with critical pedagogies of place-based and community-based education.  The literature review is divided up by thematic sections below.