Challenging the Body‐Mind Split Through a Decolonial Perspective: A Response to Robertson, Vélez, Huynh, and Hairston

As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this paper responds to Robertson and colleagues' article: “Exposing and Challenging ‘Grit’ in Physics Education.” It examines affect theory and its connections to science identity formation. However, the paper critiques the body‐mind split inherent in affect theory, arguing it stems from colonial epistemologies. Through a decolonial analysis, the paper proposes an integrative framework informed by nondominant epistemologies. It argues that racism and colonization hinder learning possibilities and scientific advancement. The paper emphasizes shared responsibility for dismantling oppressive structures, including the “grit” discourse identified in the original paper. It aims to facilitate individual reflection and encourage collective action, fostering positive change within physics spaces.