The Learning Without Borders Initiative has served as a global, collaborative teaching and learning space since Winter 2020. Each session is grounded in the Seven Teaching Principles of the Anishinabek people, providing an ethical and epistemological foundation for interdisciplinary engagement among co-learners from diverse backgrounds. This initiative fosters critical inquiry by weaving the interconnectedness of relationships, responsibilities, and accountability, as well as our connections to the land, the body, and one another.

The central questions guiding this exploration challenge dominant frameworks and invite deeper reflection on knowledge, identity, and power. These include:

• Who are you without colonialism? Who are you without patriarchy? Who are we without the land? How do you read beyond the binary? Where is colonialism located in your body? How do you write beyond the binary? How do you read math?

As stewards of Knowledge beyond borders, the politicized learning initiative integrates radical, innovative, and transformative learning approaches rooted in traditions predating recorded history. Past courses in this series have included those from the Ontario Institute for Studies in Education (OISE) at the University of Toronto: Anti-Discriminatory Education, Settler Colonialism and Pedagogies of Liberation, Indigenous Experiences of Racism in Canada, and Decolonization in Education, Popular Education, and Social Action. This work has been made possible through collaboration with numerous partners, including the Center for Studies on Sustainable Luxury and the Sustainable Textile Center in Argentina, the DISE Collective, the Department of Modern Languages at Mount Allison University, the Global Classrooms at the University of Toronto, the bell hooks Center at Berea College, the Carousel Collective, Framingham State University, Unboxing Accessibility, University of Management and Technology Pakistan, Manchester Metropolitan University, the University of Toronto Scarborough, the School of Global, Urban and Social Studies at RMIT University, the Bilingual & Literacy Studies Department, the Mexican American Studies Program at the University of Texas Rio Grande Valley, the Indigenous Educational Research Centre, the Deepening Knowledge Project (OISE), and York University.