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Reviewing educational conceptualisations of transnational settler ignorance.

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Title: Reviewing educational conceptualisations of transnational settler ignorance.
Authors: Mattila, Ella, Lindén, Jyri, Annala, Johanna
Source: Educational Review. Mar2026, Vol. 78 Issue 3, p412-436. 25p.
Subjects: Settler colonialism, Ignorance (Theory of knowledge), Indigenous peoples, Inclusive education, Scientific literature
Abstract: This paper investigates how majority societies' common ignorance about Indigenous peoples and ongoing settler-colonial reality ("settler ignorance") has been negotiated in the educational sciences literature. Understanding settler ignorance not as a simple "lack of knowledge" but a powerful issue undermining Indigenous rights and decolonial aspirations, this review sets out to gain new understanding of its dimensions in educational settings. The reviewed literature covers 51 peer-reviewed qualitative records from six settler-colonial contexts – Finland, Sweden, Norway, Canada, Australia, and Aotearoa/New Zealand. The emerging conceptualisations of the phenomenon of settler ignorance and ways of addressing it were explored through thematic synthesis. The findings suggest that settler ignorance has many faces: it is conceptualised as emotionally and ideologically contested knowledge-making, as wilful avoidance and resistance, and as a structural mechanism that transcends the question of individual cognition. Similarly, the proposed approaches to dismantling ignorance are diverse, emphasising the potential of educational content, building relationality, and critical reflection. Discussing the findings' implications, the article suggests how harnessing both context-based and transnational understandings about settler ignorance and its many dimensions could benefit reconciliatory processes between settler and Indigenous populations and signpost one approach to decolonising education. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reviewing educational conceptualisations of transnational settler ignorance.
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  Data: <searchLink fieldCode="AR" term="%22Mattila%2C+Ella%22">Mattila, Ella</searchLink><br /><searchLink fieldCode="AR" term="%22Lindén%2C+Jyri%22">Lindén, Jyri</searchLink><br /><searchLink fieldCode="AR" term="%22Annala%2C+Johanna%22">Annala, Johanna</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Mar2026, Vol. 78 Issue 3, p412-436. 25p.
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  Data: <searchLink fieldCode="DE" term="%22Settler+colonialism%22">Settler colonialism</searchLink><br /><searchLink fieldCode="DE" term="%22Ignorance+%28Theory+of+knowledge%29%22">Ignorance (Theory of knowledge)</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+peoples%22">Indigenous peoples</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literature%22">Scientific literature</searchLink>
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  Data: This paper investigates how majority societies' common ignorance about Indigenous peoples and ongoing settler-colonial reality ("settler ignorance") has been negotiated in the educational sciences literature. Understanding settler ignorance not as a simple "lack of knowledge" but a powerful issue undermining Indigenous rights and decolonial aspirations, this review sets out to gain new understanding of its dimensions in educational settings. The reviewed literature covers 51 peer-reviewed qualitative records from six settler-colonial contexts – Finland, Sweden, Norway, Canada, Australia, and Aotearoa/New Zealand. The emerging conceptualisations of the phenomenon of settler ignorance and ways of addressing it were explored through thematic synthesis. The findings suggest that settler ignorance has many faces: it is conceptualised as emotionally and ideologically contested knowledge-making, as wilful avoidance and resistance, and as a structural mechanism that transcends the question of individual cognition. Similarly, the proposed approaches to dismantling ignorance are diverse, emphasising the potential of educational content, building relationality, and critical reflection. Discussing the findings' implications, the article suggests how harnessing both context-based and transnational understandings about settler ignorance and its many dimensions could benefit reconciliatory processes between settler and Indigenous populations and signpost one approach to decolonising education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2024.2437405
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        Text: English
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              Text: Mar2026
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