The Power of Language Breaking Away from the Oppressive Dichotomy of “Othering” in the Classroom

Abstract

This essay explores the critical role of language in shaping identity, power, and historical memory within Canadian post-secondary institutions, particularly in the context of Indigenous studies. Drawing on the work of scholars such as McGloin, Carlson, Wolfe, Smith, and Younging, it argues that language is never neutral—it functions as both a tool of colonial reinforcement and a potential agent of decolonization. The essay examines how imprecise or uncritical language use in academia can perpetuate exclusion, while intentional, informed engagement with terminology can foster inclusion, respect, and critical awareness. It highlights the ways colonial legacies persist in educational discourse and urges educators and students to interrogate commonly used terms, recognize cultural specificity, and resist homogenization. Through case studies and key terms like “settler,” “status Indian,” and “Two-Spirit,” the essay demonstrates how language can either uphold or challenge colonial narratives. Ultimately, it calls for a pedagogical shift that centers linguistic awareness as foundational to the decolonization of academic spaces.