In Canada, After The Publication of the Truth and Reconciliation Commission's final report on the Indian Residential Schools, universities and town halls have been flooded with questions about how they are going to implement its ninety-four calls to action and how they are going to promote reconciliation on stolen lands.1 Many universities have taken heed of the call to “Indigenize” their curricula.2 The worry remains, however, that the language of reconciliation is empty rhetoric that “metaphorizes” decolonization, rather than responding to the demands of Indigenous communities for self-determination and land back (Tuck and Yang). For example, we might be wary of the Canadian government's language of reconciliation when it is compatible with police raids against Wet'suwet'en land defenders opposed to the Coastal GasLink Pipeline Project (which prompted the creation of the hashtag #reconciliationisdead on Twitter).3
This paper considers what the activity of “Indigenizing” academic philosophy...
