Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West

Vanessa Anthony-Stevens,Angela Como Jacobson,Iva Moss,Rebekka Boysen-Taylor,Shawna Campbell-Daniels

doi:10.35608/ruraled.v43i1.1209

Abstract

This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing.

Highlights

Cover Page Footnote Acknowledgments: The authors would like to thank all IKEEP scholars, mentors, and collaborators who make the IKEEP community possible
Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership
Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program that serves a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teacher practices? The theoretical frameworks of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and situated learning (Lave & Wenger, 1991) elucidate the significance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning

Summary

Introduction

Cover Page Footnote Acknowledgments: The authors would like to thank all IKEEP scholars, mentors, and collaborators who make the IKEEP community possible. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing. Findings call attention to the need for educators, administrators, and researchers to approach Indigenous teacher education as more than professionalization concerned with the conventions of schooling, but as foundational to Indigenous wellbeing and tribal nation building (Brayboy, Fann, Castagno, & Solyom, 2012)

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