Towards Re-Centring Indigenous Knowledges and Nation (Re)Building for Indigenous Sovereignty: A Collaborative Analysis of Professional Learning Experiences in the Institute for Native-serving Educators (INE) and the Culturally Nourishing Schooling (C

This article explores the ongoing impacts of settler colonialism in schooling settings in the United States and Australia, showing that despite differences, both contexts reveal how colonial legacies continue to influence schooling structures, especially in knowledge, teaching and institutional authority. By analysing experiences from the Institute for Native-serving Educators (INE) in the United States and the Culturally Nourishing Schooling (CNS) project in Australia, this article argues that Indigenous-led programmes are not only resisting colonial frameworks but actively reclaiming spaces within them. These initiatives represent a powerful process of resurgence, where Indigenous knowledges and teaching methods are recentred in institutions that have historically marginalised Indigenous peoples, while also challenging the legitimacy of settler-colonial epistemologies in schooling. In doing so, they challenge dominant norms, model transformative approaches to decolonising schooling, and offer alternative perspectives rooted in Indigenous knowledges. Amid rising school disengagement and a focus on global citizenship, these projects provide vital and distinctive schooling pathways.