Decolonising politics with insights from Indigenous Studies

Internationally, calls are growing to decolonize numerous academic disciplines (Ruru and Nikora 2021; Dudgeon 2021; Mataamua 2021; Xavier et al. 2021; Elkington et al. 2020; Moosavi 2019; Tuck and Yang 2012)). There are several strands to the literature; ‘decolonizing’ is conceptualized in many different ways and what are seen as the essential elements also differs. Robbie Shilliam’s book Decolonizing Politics adds a further contribution to this growing field but should be reflected on in the context of insights about decolonizing from Indigenous Studies. Indigenous Studies have engaged in particularly intricate debates about the complexities of decolonizing in settler colonies (Smith 1999; Alfred 1999; Trask 1999). The nearly inextricable connection between decolonizing and the issue of which are the best avenues and strategies, whilst in the ongoing presence of settler colonialism, is of crucial importance to many Indigenous Studies’ scholars (Alfred 1999; Alfred 2005; Moreton-Robinson 2016). In Aotearoa New Zealand, the calls for decolonizing academic disciplines are gaining momentum, spurred by many factors, including decades of work by Māori for recognition of rights arising from Te Tiriti o Waitangi (signed in 1840 between Māori and the British), and recently within universities from Māori scholars in Law Faculties. Following the lead of Indigenous legal scholars in Canada and Australia, Māori legal scholars have called for the teaching of law in universities to be bijural, bicultural and bilingual (Ruru et al. 2020). They argue that these changes must be Māori led and move well beyond simply incorporating aspects of Māori law as a show of ‘cross-cultural competence’ to a reenvisioning of the teaching of law and a transfer of resources and decisionmaking power to Māori (Ruru et al. 2020). In response, the New Zealand Council of Legal Education has resolved that tikanga Māori (Māori law) will be included in the core law subjects taught in universities as part of the professional requirements for lawyers (New Zealand Council of Legal Education n.d). These changes and debates can present insights for other academic disciplines. In Aotearoa New Zealand, Māori and non-Māori researching and teaching politics, international relations and public policy are in the early stages of considering the impacts of these moves on their disciplines. The question of ‘who’