A Reflection on Leadership: Embracing Native Educational Sovereignty
Leadership is multifaceted and challenging, particularly for non-Native school leaders serving in predominantly Native schools. The rewards and challenges of such leadership positions are exemplified in the context of educational sovereignty. As a non-Native school leader serving in Rural Alaska, I have gained a profound understanding of the significance of my role and the potential impact I can have as a leader.
The more I delve into research and engage in dialogue with Native communities about the current state of education and its outcomes for Native students, the more I hear the resolute determination within these communities that genuine improvement can only come when education and the educational system acknowledge and rectify the ongoing impact of continued colonizing practices within schools and from school leaders.
As I align my efforts with the advocates of educational sovereignty, I find myself occupying a liminal space. I am caught between my Western education training and a reimagined educational system. A system that prioritizes Indigenous Knowledge eliminates colonizing practices and ceases to employ a curriculum that silences Native voices while failing to acknowledge the injustices of colonization and the resulting trauma. I constantly remind myself that this is the right path and necessary work to follow.
Challenges to Embracing Native Educational Sovereignty
Lack of Awareness: Non-Native school leaders may have limited knowledge or understanding of Native history, culture, and educational sovereignty.
Fear of Change: Embracing Native Educational Sovereignty often necessitates significant changes to existing educational policies, practices, and structures.
Misconceptions or Stereotypes: Deep-rooted stereotypes, biases, or misconceptions about Native communities can influence the non-Native school leader's perception and willingness to embrace Native Educational Sovereignty.
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.
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: Embracing any significant paradigm shift, such as Native Educational Sovereignty, often encounters resistance from various stakeholders, including staff, community members, or even other school leaders.
Overcoming Reluctance and Embracing Native Educational Sovereignty
To overcome these challenges, non-Native school leaders must actively address their reluctance by increasing awareness of Native history and culture, fostering a supportive environment for open dialogue and engagement with Native communities, and reevaluating power dynamics. Collaborating with Native leaders, elders, parents, and community members in decision-making processes is crucial. By relinquishing control and decision-making authority, non-Native school leaders can create a more inclusive and empowering educational system that respects and embraces Native Educational Sovereignty. Through collaborative decision-making processes, decisions can reflect the values and aspirations of the Native community, ensuring a system that benefits all students.
