Editing Disrupting the Disciplines (section)

===== '''Background''' =====
This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. A  group at Mount Royal University in Calgary, Canada began conceptualizing Disrupting as an alternative facet of Decoding. They noticed that Decoding begins with an assumptions that the disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. African Sun Media. </ref> This group has since expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.