Title: Cultivating Alliances: Reflections on the Role of Non-Indigenous Collaborators in Indigenous Educational Sovereignty
Abstract:Indigenous educational sovereignty is a question of equity and self-determination. Indigenous/non-Indigenous collaborations in practices of Indigenous educational sovereignty present pressing tensions...Indigenous educational sovereignty is a question of equity and self-determination. Indigenous/non-Indigenous collaborations in practices of Indigenous educational sovereignty present pressing tensions and challenges to be negotiated. Speaking particularly to non-Indigenous scholar-educators, this article furthers understanding of the role(s) and responsibilities of non-Indigenous collaborators in support of community-driven educational sovereignty. Within the frameworks of Critical Indigenous Research Methodologies and Critical Discourse Studies, issues of when, where, and in what ways non-Indigenous scholar-educators may productively serve as allies in processes of community-driven education are addressed. Utilizing vignettes from the author's research and personal experience as a White scholar-educator collaborating with Indigenous communities, examples push beyond simple recognition of power relationships and move toward conscious allied power negotiation. This article concludes that alliance building between Indigenous and non-Indigenous scholar-educators requires increased emphasis on praxis-oriented relationships which explicitly redress asymmetrical movements of power in current institutions of education, to better support Indigenous educational sovereignty.Read More
Publication Year: 2017
Publication Date: 2017-03-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 9
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot
Title: $Cultivating Alliances: Reflections on the Role of Non-Indigenous Collaborators in Indigenous Educational Sovereignty
Abstract: Indigenous educational sovereignty is a question of equity and self-determination. Indigenous/non-Indigenous collaborations in practices of Indigenous educational sovereignty present pressing tensions and challenges to be negotiated. Speaking particularly to non-Indigenous scholar-educators, this article furthers understanding of the role(s) and responsibilities of non-Indigenous collaborators in support of community-driven educational sovereignty. Within the frameworks of Critical Indigenous Research Methodologies and Critical Discourse Studies, issues of when, where, and in what ways non-Indigenous scholar-educators may productively serve as allies in processes of community-driven education are addressed. Utilizing vignettes from the author's research and personal experience as a White scholar-educator collaborating with Indigenous communities, examples push beyond simple recognition of power relationships and move toward conscious allied power negotiation. This article concludes that alliance building between Indigenous and non-Indigenous scholar-educators requires increased emphasis on praxis-oriented relationships which explicitly redress asymmetrical movements of power in current institutions of education, to better support Indigenous educational sovereignty.