Dimensions of Indigenous Land Acknowledgements in U.S. Higher Ed Institutions

• In Event: Decolonizing Data: Navigating Gender, Sex, and Indigenous Knowledge in Research

Abstract

Land acknowledgment statements are commonly practiced by many institutions of higher education across the U.S. This study explored the impact of land acknowledgement statements on Native American student success through Indigenous methodology sharing circles with Native student serving professionals (n=24) of various Indigeneity/tribal affiliation, years in service, and institutional roles. Findings showed that land acknowledgement statements engage three dimensions of Native-student-centered conversations on campus, which are: ways of influence, institutional performative gestures, and land acknowledgements as relationality. All dimensions demonstrate the ineffectiveness of current land acknowledgment practices in Native student success. To support Native student success, institutions with land acknowledgments must implement additional strategic efforts to increase impact felt by Native students, faculty and staff on-campus.

Authors

• April N. Horne, University of Arizona

• J'Shon Lee, Arizona State University

• Rae L. Tewa, Arizona State University

• Amanda R. Tachine, University of Oregon

• Jameson David Lopez, University of Arizona

• Kevin Brown, Arizona State University

• Nicole S. Begay, Arizona State University