Looking into the Hearts of Native Peoples: Nation Building as an Institutional Orientation for Graduate Education
Abstract
In this article, we suggest that graduate programs in predominantly white institutions can and should be sites of self-education and tribal nation building. In arguing this, we examine how a particular graduate program and the participants of that program engaged tribal nation building, and then we suggest that graduate education writ large must also adopt an institutional orientation of nation building. We connect Guinier’s notion of democratic merit to our discussion of nation building as a way to suggest a rethinking of “success” and “merit” in graduate education. We argue that higher education should be centrally concerned with capacity building and graduates who aim to serve their communities.
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Colonization is endemic to society.
“The primary tenet is that 'colonization is endemic to society' (Capper, 2018 p.136) (Brayboy et al., 2014).”
From Indigenous leadership in a non-Indigenous space: A leadership story (2025) · cites this paper as Brayboy et al., 2014
Cites
Honig, B. (2001) · doi:10.1515/9781400824816 · Cited by 704 · see citing works
Sovereignty and Nation-Building: The Development Challenge in Indian Country Today
Cornell, S., & Kalt, J. P. (1998) · American Indian Culture and Research Journal · doi:10.17953/aicr.22.3.lv45536553vn7j78 · Cited by 222 · see citing works
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Rethinking School Choice: Educational Options, Control, and Sovereignty in Indian Country
Castagno, A. E., Garcia, D. R., & Blalock, N. (2016) · Journal of School Choice · doi:10.1080/15582159.2016.1153379 · Cited by 6 · see citing works
Self-citationIndigenous leadership in a non-Indigenous space: A leadership story
Brouwer, N. (2025) · Journal of Educational Leadership, Policy and Practice · doi:10.2478/jelpp-2025-0008
- Authors
- Brayboy, B. M., Castagno, A. E., & Solyom, J. A.
- Affiliations
- Northern Arizona University (US)
- Arizona State University (US)
- Venue
- American Journal of Education
- Publisher
- University of Chicago Press
- Published
- 2014-08
- Volume
- 120
- Issue
- 4
- Pages
- 575-596
- ISSN
- 0195-6744 (ISSN-L)
- 1549-6511
- OpenAlex
- W2087093218
- Cited by
- 68
- References
- 2
- Citations by year
- 2026: 2 · 2025: 9 · 2024: 8 · 2023: 7 · 2022: 8 · 2021: 4 · 2020: 6 · 2019: 8 · 2018: 5 · 2017: 5 · 2016: 4 · 2015: 2
- FWCI
- 18.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Education (publishedVersion)
- Arizona State University Library Digital Repository (Arizona State University) (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Keywords
- graduate education, predominantly white institutions, self-education, capacity building, indigenous peoples, institutional orientation, community service
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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