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  1. Disrupting the Coloniality of Being: Toward De-colonial Ontologies in Philosophy of Education.Troy A. Richardson - 2012 - Studies in Philosophy and Education 31 (6):539-551.
    This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis’ ( 1999 , 2011a , b ) use of Rousseau ( 1979 ) and Heidegger ( 1962 ) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through thier reliance on the colonial conceptualization of African Americans and Native Americans as savage and (...)
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  • Moving through Colonial Wreckage and Pedagogies of Survivance.Lisa Weems - 2020 - Philosophy of Education 76 (4):10-18.
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  • Between Native American and Continental Philosophy: A comparative approach to narrative and the emergence of responsible selves.Troy Richardson - 2012 - Educational Philosophy and Theory 44 (6):663-674.
    This essay explores some of the affinities between current theories of North American Indigenous trickster narratives and continental philosophy where they are both concerned with the question of responsibility in subject formations. Taking up the work of Judith Butler, Franz Kafka and Gerald Vizenor, the author works to show how both continental and Indigenous intellectual traditions work against any assumed stability for the ‘I’ in the narration of the self, yet toward responsible relationality. Such affinities, however, emerge from differing socio‐cultural (...)
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