Message from the Co-Chairs
Yá'át'ééh (Diné term for “It is good”) and Halito (Choctaw term for “Welcome”)! The Indigenous Peoples Knowledge Community (IPKC) is comprised of professionals who are committed to conceptualizing and promoting indigenization as a distinct area of student affairs. As such, the IPKC strives to 1) embody a disposition of decolonization; 2) operate from principles of relationality; and 3) labor toward emancipatory outcomes. Given our historical, political, linguistic, and social ties to land and sea geographies, a significant objective of the IPKC is to cultivate and promote place-based sensibilities in the profession by way of land acknowledgment practices and cultural protocols. We welcome higher education relations from all identities and professional backgrounds to participate in these efforts!
Knowledge Community leaders are NASPA volunteers who have generously devoted their time to their Knowledge Community. Chairs are elected by the Knowledge Community members while Regional representatives are selected from within the Region. Additional roles are selected by the Knowledge Community.
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One of the best resources available to you is the wide range of professional development opportunities. This list contains both our “Hosted Events,” workshops and webinars that we plan and manage, and some “Related Events,” hosted by the NASPA Central Office or other NASPA Constituent Groups. To see a full listing of NASPA events, please see the Events page.
Join the Indigenous Peoples KC
The Indigenous Peoples Knowledge Community provides numerous ways for NASPA members to stay in touch with one another! One of the best and easiest ways is by joining our Knowledge Community:
Login to naspa.org by clicking the blue "Login" button in the center of the page.
Scroll until you see the grey sidebar on the right hand side of the screen and the link to "View My Personal Snapshot."
Confirm that your membership is still active (there will be a link to join or renew if it is not).
Click on "Edit My Profile" and scroll down the page until you get to "NASPA Engagement Details."
You will see the KCs that you are currently a member of; if your membership to the Indigenous Peoples Knowledge Community is not listed, please add it.
Click "Save" at the bottom of the page.
OF PLACE: RESOURCES THAT GIVE GREATER SALIENCE TO AND UNDERSTANDING OF INDIGENOUS PEOPLES' RELATIONSHIPS TO LAND AND SEA GEOGRAPHIES
The IPKC asserts that American Indian, Alaska Native, Native Hawaiian, Samoan, Chamorro, Taino, First Nations, Inuit, Métis, Zapotec, and other Indigenous relations have pre-colonial genealogical ties to place whether student affairs and higher education theories, practices, and policies recognize it or not. This is to say that dominant foundations of these fields do not often address the historicity of these experiential links and how colonizing learning contexts negate Indigenous peoples relationship to place. This absence, in turn, impacts how Indigenous students, staff, and faculty experience institutional and professional development spaces. Toward that end, the IPKC has compiled a broad set of resources for those who seek to expand their worldview in ways that consider the complexities and dynamics associated with the social agency of Indigenous peoples as they are not only inherent, but integral to the integration of critical place-based practices within settler colonial geographies. As you read the material below, keep in mind that place-based practices, such as land acknowledgements, are context and community specific. What is enacted as a practice in one location and for one community, may sound, look, and feel different when carried out by other Indigenous peoples who are of another location. What is more, these historical understandings inform contemporary political struggles, as well as current educational and epistemological priorities of Indigenous peoples.
The Mercury News
June 24, 2019
CBC - Radio Canada
January 20, 2019
ARTICLES (ACADEMIC JOURNALS)
Crazy Bull, C., & White Hat, E.R. (2019). Cangleska Wakan: The ecology of the sacred circle and the role of tribal colleges and universities. International Review of Education, 65(1), 117-141.
Minthorn, R. S. & Nelson, C. A. (2018). Colonized and racist Indigenous campus tour. Journal of Critical Scholarship on Higher Education and Student Affairs, 4(1), 73-88.
COLLEGES AND UNIVERSITIES