Decolonizing Pathways Through Indigenous EducationNative Student Conceptions of Nation Building Leola Tsinnajinnie Paquin (bio) Celina listened intently at a celebratory event while a political leader of her Native1 Nation spoke enthusiastically about the opening of its newest economic enterprise: a gas station.2 She attended this presentation armed with knowledge about Native sovereignty and nation building attained through her studies at the Southwestern Indian Polytechnic Institute (SIPI) a federally operated college for American Indians (AI) in Albuquerque, New Mexico. An eager learner concerned about AI issues, she took as many Native studies-oriented courses as possible at SIPI. Celina had obtained an Indigenous-oriented education made possible in large part by the rise of Native American Studies programs across the nation resulting from Indian demands for culturally relevant education in post-secondary institutions.3 A faculty-driven movement at SIPI sought to establish a strong Native nation building foundation within the framework of the college's general education program. That objective of empowering Natives with useful [End Page 93] knowledge eventually became a value that transcended all facets of SIPI.4 Although SIPI did not offer a specific degree in Native American Studies (NAS), its curriculum included a number of courses with Native content. Those offerings enabled her and her advisor to develop a program of study within an NAS framework to accommodate her career goal (to teach Native children). Thus, she exemplified this vision in terms of what qualities and Indigenous-centered perspectives a Native Nations community college graduate should embody. Returning to Celina's thoughts while at the gas station, as the political leader's speech gained momentum he proclaimed that the business represented an act of nation building. Because Celina understood that the new enterprise was solely a profit-making venture, she reached a conclusion saying to herself: "That is not nation building." INTRODUCTION What is nation building? This article explores the perspectives of a group of students at Southwestern Indian Polytechnic Institute in 2014 during a time of cultural revitalization and upon the restoration of Higher Learning Commission (HLC) accreditation. As demonstrated by the vignette, nation building has become a popular term in academia as well as in the words spoken by Native leadership. From the vantage point of various roles, but primarily as an educator, I wanted to uncover how nation building was articulated through the eyes of tribal college students who: studied nation building curriculum; heard from the experiences of speakers invested in Indigenous communities; engaged in service learning projects that served Native children; and who were immersed in an educational setting that was grounded in valuing the sovereignty of tribal nations. Celina shared her story with me during an interview. She was a key participant in a phenomenological study that was completed shortly after the gas station event described above. The purpose of the study was to capture the collective phenomenological experience and pay tribute to the many projects that led to the accomplishments of students like Celina. These students shared the common experience of taking a set of Native Studies–centered courses and attending SIPI from 2013–14 during a general education movement in cultural relevancy. These [End Page 94] courses were designed to establish an understanding of nation building through Indigenous education pedagogy. The research study sought to answer the question "How do Indigenous students plan their academic, career, and cultural goals in relationship to nation building in practice?" The use of the word "practice" was to highlight the theme of what nation building really looks like to those who serve Native communities. Furthermore, the study explored three subquestions. How do students define nation building? What are the core values that guide student engagement with nation building as a learning process? Do students identify and apply decolonization in this process? My hope was that the students who took the courses could demonstrate immediate applications of the lessons they learned to their future trajectory. In Celina's case, she based her assessment of the gas station on the readings, guest presenters, lectures, discussions, and, most significantly, her participation in service learning projects. In her mind, nation building encompassed the finding of common ground and unity, education, core values, community, self...
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