A Letter to Educators about Teaching toward Caribbean Decoloniality

The author composed this article as a letter to educators with the intention to problematize and interrupt the ongoing legitimization of one-sided knowledge taught to students about Caribbean histories during their years of formal schooling. This also shapes students' ethnocentric worldviews and understandings of community representations. Alerted by increasingly popular student spring break travels and summer semester abroad programs, the author offers curricular guidance, lived experiences, and personal reflections to broaden the epistemological base for ongoing manifestations of white settler colonialism. By weaving together global and local manifestations of contemporary coloniality, the author also advocates for the necessity to include Caribbean white settler colonialism in pedagogical endeavors across the disciplines. The author argues that moving conversations with students away from colonial learning traditions that are based on self-preservations and consumption and toward uncomfortable, unsettling, and selfless stances of inquiry can nourish the harvesting of decoloniality in education.