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Each year, more interdisciplinary food-related programs are offered at Turtle Island colleges and universities. First Nations Technical Institute (FNTI), an Indigenous postsecondary institution located on Tyendinaga Mohawk Territory, Ontario, is in the process of developing an Indigenous food systems undergraduate degree program. This article shares our thoughts regarding education for food system transformation at FNTI. Transformative learning theory (Mezirow, 2000) presents a framework for adult learning with the potential to effect food system change. Our paper examines this theory considering traditional Haudenosaunee teachings and contemporary thought. Despite the potential for food system transformation, transformative learning theory—grounded in Western thought—can not lead to a truly decolonized food system because it offers the Indigenous learner little to rebuild that which was deconstructed. Although transformative learning theory and Haudenosaunee ways of knowing are incompatible, transformative learning could help Indigenous learners to challenge implicit colonial narratives as part of the process of decolonization. Transformative learning theory may also have value for cultivating allies in non-Indigenous contexts. We are designing our Indigenous food systems program according to traditional Haudenosaunee principles such as a * Corresponding author: Keith Williams, Special Projects Advisor, First Nations Technical Institute (FNTI); and Ph.D. candidate, St. Francis Xavier University; Box 215, 1207 J Jordan Road; Canning, Nova Scotia B0P 1H0 Canada; +1-902-5827551; keithw@fnti.net (work); x2017vpd@stfx.ca (school) b Suzanne Brant, President, First Nations Technical Institute; 3 Old York Road; Deseronto, Ontario K0K 1X0 Canada; +1-613-396-2122; suzanneb@fnti.net Conflict of Interest Disclosure Both authors work for and are paid by First Nations Technical Institute, the organization discussed in this paper. Special JAFSCD Issue Indigenous Food Sovereignty in North America

Good Words, Good Food, Good Mind: Restoring Indigenous Identities and Ecologies through Transformative Learning