Leadership, while challenging, is also rewarding. For non-Native school leaders serving in predominately Native schools, those challenges and rewards are exemplified. As a non-Native school leader serving in Rural Alaska, I am acutely aware of the importance of my role and the impact I can have as a leader, both positively and negatively.

The more I research and engage with Native communities in dialogue about the current state of education and the outcomes for Native students, the more I hear the determination and belief within these communities that improvement will come only when education and the educational system recognize the impact of continued colonizing practices within schools and from school leaders.

I have become more aware of the struggle among Native People as they strongly advocate for educational sovereignty. As I align my efforts with these advocates for educational sovereignty, I find myself in a liminal space. I am caught between my Western education training and a reimagined educational system designed to prioritize Indigenous Knowledge, no longer employ colonizing practices, or use a curriculum that espouses a narrative that silences Native voices and refuses to acknowledge the injustice of colonization and the resulting trauma. I am constantly reminding myself that this is the right thing to do. This is the proper work to be engaged in.

What seems intuitive may not be for other non-Native school leaders serving in predominately Native schools. Some may need help to embrace this new paradigm. I’ve given it some thought, and this is what I think. While every individual’s reasons may vary, here are some potential reasons a non-Native school leader might be reluctant to embrace the concept of Native Educational Sovereignty:

Lack of Awareness: Non-Native school leaders may have limited knowledge or understanding of Native history, culture, and educational sovereignty. They may not be aware of the historical injustices and ongoing challenges faced by Native communities, which can hinder their ability to embrace the concept entirely.

Fear of Change: Embracing Native Educational Sovereignty may require significant changes to existing educational policies, practices, and structures. The non-Native school leader may be hesitant to navigate these changes due to concerns about potential disruptions, staff or community members’ resistance, or uncertainty about implementing new approaches effectively.

Misconceptions or Stereotypes: Deep-rooted stereotypes, biases, or misconceptions about Native communities may influence the non-Native school leader’s perception and willingness to embrace Native Educational Sovereignty. These biases can perpetuate a sense of superiority, mistrust, or a belief that Native communities are incapable of governing their educational systems.

Power Dynamics and Control: Native Educational Sovereignty challenges the traditional power dynamics within education systems. Non-Native school leaders may be reluctant to relinquish control or decision-making authority, fearing a loss of power or influence over educational policies and practices.

Legal and Regulatory Concerns: Non-Native school leaders may express concerns about potential conflicts or complexities arising from the intersection of tribal sovereignty and state or federal education regulations. Balancing the school system’s legal requirements and obligations with the principles of Native Educational Sovereignty may present challenges and uncertainties.

Limited Resources: The non-Native school leader may worry about the availability of resources, funding, or support needed to implement Native Educational Sovereignty effectively. Concerns about the financial implications or securing adequate resources to support culturally responsive programs could contribute to their reluctance.

Resistance to Change: Like any significant paradigm shift, embracing Native Educational Sovereignty may face resistance from various stakeholders, including staff, community members, or even other school leaders. The non-Native school leader may be reluctant to navigate these potential conflicts or confront resistance.

Recognizing and addressing these concerns through education, dialogue, and collaborative efforts is essential. By fostering understanding, providing support, and working in partnership with Native communities, non-Native school leaders can overcome their reluctance and embrace the principles of Native Educational Sovereignty to benefit all students