Indigenous Research Perspectives: Working With Schools and Community

• In Event: An Interdisciplinary Project to Strengthen and Transform the Preparation of the Next Generation of Educators

Abstract

The purpose of our poster is to represent how Indigenous faculty have educated our colleagues at [University] on the dialectical relationship among research, sovereignty, and honoring the integrity of tribal nations. The poster is a theoretical/conceptual presentation of the multiple factors and conditions that affect the research process.

Specifically, we are introducing a framework to guide university research in Indigenous Nations in [State]. Major elements of the framework include: (1) A historical overview of sovereignty in the context of [State]; (2) An analysis of the concept of internal and external sovereignty; (3) An analysis of tribal powers within the framework of sovereignty; (4) An analysis of the relationship between cultural sovereignty and political autonomy; and (5) An overview of research guidelines.

The sources for the poster emerge from individual research protocol and frameworks employed by Indigenous faculty at [University] and Tribal Critical Theory. Faculty contributing to this framework come from diverse fields in Education including Educational Leadership (Author - Kiowa), Native Languages (author - Acoma), Community Health and Wellness (author - Dine/Navajo), and Critical Educational Studies/Curriculum (author - Taos and Dine/Navajo). It is the contention of the four contributing Indigenous scholars that the College of Education must recognize the importance of honoring Indigenous leadership of sovereign Nations in research. Recent work of the College of Education in reimagining the preparation of teachers offers an opportunity to operationalize elements basic to protocols of Indigenous research. Herein lies the scholarly significance of the poster and the presentation of the proposed framework to our colleagues in AERA.

Authors

• Glenabah M. Martinez, University of New Mexico

• Robin Starr Minthorn, The University of New Mexico

• Christine P. Sims, University of New Mexico

• Lorenda Belone, University of New Mexico