Indigenous Educational Leadership Through Community-Based Knowledge and Research
Indigenous Educational Leadership Through Community-Based Knowledge and Research highlights the Native American Leadership in Education (NALE) heartwork. The edited collection illuminates the beauty and essence of NALE, which uniquely conceptualizes Indigenous leadership identity, philosophy, community leadership, and research in ways that have empowered students and graduates to conceptualize and live out their ancestors’ prayers and legacy.
The editors provide samples of how they have achieved this through the sharing of some of the NALE graduates’ and current students’ heartwork. The book is organized into four sections: Indigenous leadership identities, Indigenous leadership philosophies in relation to the Corn Pollen model, Indigenous community leadership curriculum, and Indigenizing research through collective creations. These four sections make the NALE doctoral cohort curriculum and experience unique in how they center Indigenous experience, scholarship, community voice, and research approaches. Collectively, the chapters provide a lens through which we can view and center Indigenous educational leadership.
Robin Zape-tah-hol-ah Minthorn is a professor in the Educational Leadership and Policy Studies Department at the University of Oklahoma.
Shawn L. Secatero is an associate professor in the Department of Teacher Education, Educational Leadership, and Policy at the University of New Mexico.
Catherine N. Montoya is an assistant professor of Native American Studies in the Borderlands and Ethnic Studies Department in the College of Health, Education, and Social Transformation at New Mexico State University.
Jodi L. Burshia is an assistant professor of Indigenous Education in the Department of Teacher Education at New Mexico Highlands University.
List of Illustrations
List of Tables
Preface
Acknowledgments
Introduction
Robin Zape-tah-hol-ah Minthorn, Shawn Secatero, Catherine N. Montoya, and Jodi Burshia
Section I. Indigenous Leadership Identities
Chapter 1. An Overview of Indigenous Leadership
Robin Zape-tah-hol-ah Minthorn
Chapter 2. Cultivating Patience
Jodi Burshia
Chapter 3. Indigenous Leadership: “Learning Leadership Through Experiences and Understanding a Lifelong Journey”
Cynthia O’Dale-Higgins
Chapter 4. Utilizing the Diné Concept of K’é: An Indigenous Leadership Model
Catherine N. Montoya
Chapter 5. A Holistic Mindset for Indigenous Leadership
Aaron Billie
Section II. Indigenous Leadership Philosophies
Chapter 6. An Overview of Indigenous Leadership Philosophies
Shawn Secatero
Chapter 7. The Corn Pollen Model in Indigenous Leadership in Community Contexts
Bernard Chimoni
Chapter 8. A Work of Heart: Nurturing Your Mental Well-Being Through Self-Reflection of Spoken and Physical Language
April Brannon Yazza
Chapter 9. Physical Well-Being: Striking Eagle Native American Invitation-Experience
Kyla Rae Powell
Chapter 10. Honoring Community Voices: A Holistic Approach to Family-Community-School Engagement
Richelle Etsitty
Section III. Indigenous Community Leadership Curriculum
Chapter 11. Embodying an Indigenous Community Praxis in Leadership Development
Robin Zape-tah-hol-ah Minthorn
Chapter 12. NACA: An Indigenous Model of Leadership and Core Values
Mikki Carroll
Chapter 13. Re-envisioning Tribal Leadership: A Native Leadership Preparation Program
Haeyalyn Muniz
Chapter 14. Trailblazing with Thoreau Think Tank
Kerenthia Swan
Section IV. Creating Pathways: Indigenizing Research through Collective Creation
Chapter 15. Indigenizing for Our Peoples: Self-Determining Research, Knowledge, and Connection
Catherine N. Montoya and Jodi Burshia
Chapter 16. A Diné Glance of the 4 Rs: Indigenizing Research
Sarah Curley, Marsha Hubbell-Espinosa, and Nonabah Sam
Chapter 17. Positioning Self in Relation to Cultural Practices and Community: Being a Jicarilla Apache Woman in the Academy
Haeyalyn Muniz
Chapter 18. Indigenizing Community-Based Participatory Research
Kerenthia Swan, Danielle Yepa Gunderson, and Ophelia Sanchez
Chapter 19. Storywork and Review of Literature and Cultural Knowledge: Yéégo Níí’káás (Molding)
Nonabah Sam
Closing Conversation
