The Arbutus Review Vol. 3, No. 2 (2012) Gaudry 1 Editor’s Introduction Adam Gaudry The University of Victoria, in many ways, is a special place. It is one of the few universities in Canada where Indigenous issues are taught, discussed, and debated with the attention and care they deserve—and thanks to a cadre of excellent faculty and instructors, the debate has been a respectful one. The sizeable Indigenous faculty presence on campus, as well as a variety of programming options has created a healthy space for Indigenous scholarship. Perhaps one of the most important aspects of UVic is the constant acknowledgement that UVic is situated on the lands of the Coast and Straits Salish people. The presence of local Indigenous peoples—students, faculty, staff, and community members—as well as Indigenous peoples from further afield, makes for an enriching intellectual and social environment for those of us who study Indigenous issues here. In this atmosphere, learning extends to places outside of the classroom and provides for dynamic relationships with new people from different places with different perspectives. The University of Victoria has, quite deservedly, also developed a reputation as a world leader in Indigenous Studies, something that I have been reminded of at the many conferences I have attended across the continent. It is well known for producing some groundbreaking scholarship and attracting world-class students. I had the good fortune of teaching some of those students in the fall of 2011, in a course on the theory of colonialism and decolonization. We read Frantz Fanon and Albert Memmi, as well as UVic professors Taiaiake Alfred and James Tully, among others, discussing some of the most violent events in human history—the violent dispossession of the Americas, the colonization and decolonization of Africa, and the hidden violence of contemporary colonialism. While at times heavy, the course also opened up space for us to talk about the all- too-familiar colonialism in our everyday lives. It was a powerful experience for me as an instructor, as well as for many of the students. It is also an experience that is much rarer than it should be in academic settings, as many institutions shy away from the harsh realities of contemporary colonialism. In doing this, however, many people are missing out on beneficial learning experiences that decolonizing education creates. It is in this decolonizing spirit that the contributors to this volume share their work with you, as a chance to transform perceptions, speak truth to power, and ultimately deconstruct the oppressive social structures that underpin contemporary social and political relations in this country. The articles in this