Leadership in Indigenous Education: Challenges and Opportunities for Change

Abstract

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Making Peace With Local Wisdom: Education For Indigenous People Of Tana Toa Kajang, Bulukumba, South Sulawesi

“…Stephan May and Seila Aikman for example [10] studies about ILO conventions and education for local communities. Meanwhile, Susan C. Faircloth & John W. Tippeconnic III [11] and Margie Kahukura Hohepa [12] examines the relationship between leadership and education for local communities.…”

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

“…US policy makers have long used physical and cultural boundaries to exclude peoples of color, promote assimilation, and protect settler-colonial constructions of property and progress (Brayboy 2005;Quijada Cerecer 2013). In particular, as Faircloth and Tippeconnic (2013) note, "The policies and practices of formal education for American Indians, Alaska Natives, and other Indigenous peoples across the world have been characterized by a colonizing (i.e., hegemonic, assimilationist, acculturating) and oppressive approach to education" (483). Immediate attention and action are important given the widening opportunity gap between white students and youth of color, the devastating influence of violence and racism against Indigenous peoples in bordertowns, the escalating rates of health and economic disparities in American Indian communities, and the accelerated erosion of cultural knowledges.…”

Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

“…We also elevate the unifying elements of Tribal nation building in higher education as a way to contribute to collective struggles across the US and the globe. As other scholars Faircloth and Tippeconnic (2013, p. 485) have noted, “Indigenous peoples have much to learn from each other regarding our efforts to mobilize to effectively change the educational system from one of acculturation, assimilation, isolation, and colonization to one that embraces the cultural and linguistic diversity of Indigenous students, their families, and communities.”…”

“…This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, located in a state that has historically adopted a hostile stance toward Tribal communities, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. IKEEP builds on decades long scholarship, institutional programming, and activism among scholars and community members regarding the need to prepare culturally responsive Indigenous teachers and school leaders for transformative change in Indian Country (Brayboy & Castagno, 2009; Carpluk & Leonard, 2017; Castagno et al, 2015; Demmert, 2001; Faircloth & Tippeconnic, 2013). IKEEP’s effort is one of many across North America that challenge and transform higher education to secure a reality of degreed community based educators through a commitment to honor and strengthen the knowledge and experiences Indigenous teacher candidates bring with them to teacher education (Haynes Writer & Oesterreich, 2011; Jacob et al, 2019; Kulago, 2019; Yunkaporta & McGinty, 2009) and a commitment to transformative educational leadership which affirms and legitimizes Indigenous students’ desires to serve their communities, people, and lands.…”