In this essay, Gerardo R. López, a non-undocumented immigrant scholar, who has done extensive research with undocumented immigrant communities, has a conversation with Alonso R. Reyna Rivarola, an undocumented immigrant scholar with Deferred Action for Childhood Arrivals (DACA), who writes and researches issues of how undocumented immigrant…

This collaboration between the Nez Perce Tribe and the University of Idaho aimed to address the unique needs and perspectives required for Tribal Natural Resources Management (TNRM). TNRM involves the governance and caretaking of the land and waters, emphasizing the recognition of cultural significance, sovereignty, self-determination, and…

Over the past 10 years, Turtle Mountain Community College (TMCC) in Belcourt, North Dakota, has developed a formula for sustainable infrastructure development. The college does not take natural resources, use them, and then dump chemicals, carbon monoxide, or other toxic waste back into the ecosystem. Instead, the college has invested in…

Supporting Indigenous youth, their parents, and communities continues to challenge school districts and the school psychologists who serve them. In this article, the authors suggest that understanding Indigenous sovereignty and identity will contribute to enhancing that interface, and to advocating on behalf of those students and their…

Federal agents, church officials, and education reformers have long used schooling as a weapon to eliminate Indigenous people; at the same time, Indigenous individuals and communities have long repurposed schooling to protect tribal sovereignty, reconstitute their communities, and shape Indigenous futures. Joining scholarship that speaks to…

Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an…

This article details a national study of U.S. K-12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government…

To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national…

Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come…

For many American Indian citizens, especially those in rural reservation communities, a number of circumstances diminish the standard of living and the prospects for cultivating Native ways of knowing for a better future. One possible pathway to ensure that future is through a partnership between tribes, universities, and tribal colleges and…

With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders…

As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students' linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous…

This article provides an overview of the Navajo (Diné) K'e model and associated Indigenous and multitribal concepts that the Native American Community Academy (NACA) teachers, curriculum directors, instructional team members, programming mentors (aunties and uncles), community partners, staff, and school leaders draw from to inform how they design…

"Idle No More" represents a watershed moment of treaty education, with treaty-related teach-ins, direct actions, and information sharing happening in diverse public spaces across Canada and around the globe. Although unprecedented in scope, depth, and intensity, "Idle No More" rests in a centuries-old continuity of Indigenous…

On November 8, 1978, the Indian Child Welfare Act, otherwise known as ICWA, became law. Congress enacted this groundbreaking legislation, the impact of which has been arguably more profound than any other piece of federal Indian law in the modern era. While recent national attention has highlighted the law's role in child custody and adoption…