Indigenous and non-Indigenous public history partnerships present unique challenges. Historical colonial practices and their present persistence, divergent historical perspectives, and disciplinary standards that enforce antiquated notions of objectivity and historical truth complicate the spaces of “shared authority.” Moreover, public history institutions and their academic counterparts have historically broadcast colonial success. How can we foster partnerships that do not reinforce “asymmetrical relations of power”? How can educators build capacity in students to partner ethically with Indigenous Nations? This essay draws from a growing body of interdisciplinary scholarship to argue that a triad of concepts–shared authority, contact zones, and survivance–can aid in the development of decolonial public history practices and curricula.

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