# data[].attributes.body
A "decolonized" realignment within an existing framework in higher education is still gonna have aspects of settler colonialism within. A student within this realigned framework- a framework that states that it works towards "social justice" and highlights quality education- will still experience other hindrances within the space and doesn't mean that their personal experiences are valued within this high quality or prestigious space.

# data[].attributes.body
The role of federal guidelines and needs for reporting and Outcome assignment and report making.
Concept of accountability and making meaning from that process
Idea of justice and collaboration of thoughts and ideas

# data[].attributes.body
How do you insert RJ practices within SAB that is not appropriating, that meets the federal requirements that we still have to exist within, and is not performative or derails?

# data[].attributes.headline
JMaly - Grand Narrative: prestige of an institution is going to equate to the quality of the student's education experience.

# data[].attributes.subject
JMaly - Grand Narrative: prestige of an institution is going to equate to the quality of the student's education experience.

# data[].attributes.headline
"From a decolonizing perspective, the asterisk is a body count that does not account forIndigenous politics, educational concerns, and epistemologies." (p. 23)

# data[].attributes.subject
"From a decolonizing perspective, the asterisk is a body count that does not account forIndigenous politics, educational concerns, and epistemologies." (p. 23)

# data[].attributes.headline
GRAND NARRATIVE: “In Colleges and Universities across the United States, Student Conduct Boards are used frequently in the adjudication of Student Conduct cases and/or the review of Student appeals. It is often considered to be the best process in determining the responsibility for a violation of an institutional policy or assigning Outcomes.” KAM

# data[].attributes.subject
GRAND NARRATIVE: “In Colleges and Universities across the United States, Student Conduct Boards are used frequently in the adjudication of Student Conduct cases and/or the review of Student appeals. It is often considered to be the best process in determining the responsibility for a violation of an institutional policy or assigning Outcomes.” KAM

# data[].attributes.headline
“Settlers become the law, supplanting Indigenous laws and epistemologies (page 6-7)" KAM 

# data[].attributes.subject
“Settlers become the law, supplanting Indigenous laws and epistemologies (page 6-7)" KAM 

# data[].attributes.headline
“Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization (page 1).” KAM

# data[].attributes.subject
“Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization (page 1).” KAM

# data[].attributes.headline
Further, they reveal the limitations to “solidarity,” without the willingness to acknowledge stolen land and how stolen land benefits settlers.

# data[].attributes.subject
Further, they reveal the limitations to “solidarity,” without the willingness to acknowledge stolen land and how stolen land benefits settlers.

# data[].attributes.headline
...settlers come with the intention of making a new home on the land, a homemaking that insists on settler sovereignty over all things in their new domain. (p. 5)

# data[].attributes.subject
...settlers come with the intention of making a new home on the land, a homemaking that insists on settler sovereignty over all things in their new domain. (p. 5)

# data[].attributes.headline
Decolonize (a verb) and decolonization (a noun) cannot easily be grafted onto pre-existing discourses/frameworks, even if they are critical, even if they are anti-racist, even if they are justice frameworks. (p. 3)

# data[].attributes.subject
Decolonize (a verb) and decolonization (a noun) cannot easily be grafted onto pre-existing discourses/frameworks, even if they are critical, even if they are anti-racist, even if they are justice frameworks. (p. 3)

# data[].attributes.headline
Revisit your original theory guide prompt where we talked about grand narratives. 

# data[].attributes.subject
Revisit your original theory guide prompt where we talked about grand narratives. 

# data[].attributes.body
1) Reflect upon that grand narrative and the reasons why you selected that grand narrative.
2) Pick two quotes that help you reframe your original understanding of that grand narrative. You can use the quotes provided or find your own quotes from the reading.
3) If the quote is not already listed, add it to the Padlet.
4) Add a post/comment on how the quote further develops your understanding of your selected grand narrative. Make sure to state what the grand narrative is.