Reimagining Indigenous Research Partnerships Through Sovereignty and Reciprocity

• In Event: Research-Practice Partnerships for Educational Equity: Sustaining Good Work in Challenging Times

Abstract

In this talk, we will share the development and early work of a community-based research-practice partnership between the Tulalip Tribes and the Research for Indigenous Social Action and Equity (RISE) Center, aimed at advancing Indigenous education through the co-creation of a culture- and community-based school. The primary objective of this work is to support the development of a K–12 school that reflects Tulalip values, addresses historical and present-day inequities, and promotes holistic student well-being (Covarrubias & Fryberg, 2014; Tulalip, 2024). This research-practice partnership work challenges conventional research paradigms by centering Indigenous sovereignty, cultural knowledge, and community-defined goals (Burnette & Saunders, 2014; Smith, 1999). The “decolonizing research in action” model guiding this work is characterized by three core principles: (1) community-driven inquiry, where research questions and methods are shaped by the community’s priorities; (2) insider-led collaboration, where Tribal leadership and Indigenous scholars guide the research process; and (3) reciprocity, where findings are returned in meaningful ways and the research contributes directly to community goals.
In the initial “Dream Together” phase of the partnership, our team conducted 24 in-person focus groups with 88 Tulalip community members in Fall 2023, including parents, elders, educators, youth, and Tribal employees. Conversations focused on educational priorities, desired values in school design, definitions of success, and aspirations for student well-being. Transcripts were analyzed using inductive thematic analysis to identify shared values and priorities (Straus & Corbin, 1998). Informed by these themes, we collaboratively developed and launched two community-wide surveys, which reached 512 Tulalip respondents between December 2023 and March 2024. The surveys explored questions such as: What should teaching and learning look like in the new school? What values and traditions should it honor? What defines student success from a Tulalip perspective?
In total, this phase engaged nearly 25% of the entire Tulalip community. Preliminary findings revealed that community members envision the new school as a place that goes beyond academic achievement, emphasizing emotional safety, cultural grounding, and the holistic well-being of students. They called for a school that nurtures students’ identity and reflects Tulalip’s unique history, language, and values. These findings informed a comprehensive data report that was returned to the community in alignment with our commitment to reciprocity and data sovereignty (Tracy, 2024). Our approach highlights the potential of Indigenous-centered research to inform structural change in education, while also contributing to healing and community empowerment. Moreover, the lessons learned from this partnership (e.g., the importance of methodological flexibility and sustained relational trust) offer critical insights for researchers, educators, and administrators engaged in similar efforts with Indigenous and historically marginalized communities.

Authors

• Cong Wang, Northwestern University

• Priscilla Diaz-Gonzalez, Princeton University

• Kelly House, Northwestern University

• J. Solomon Milner, Northwestern University

• Stephanie Fryberg, Northwestern University