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Abstract

This autoethnography reflects on my academic career and leadership journey at Tribal Colleges and Universities (TCUs), exploring the complexities of navigating a culturally rich and community-oriented environment while incorporating non-Native perspectives. Centered on the Lakota phrase Mitákuye Oyás’iŋ (We are all related), this study examines the intersections of personal growth, academic development, and Indigenous epistemologies. Using Social Constructivism, Organizational Culture Theory, and Tribal Critical Race Theory as guiding frameworks, the research delves into faculty development, community engagement, and the integration of Indigenous cultural values in teaching practices. It emphasizes the importance of culturally responsive andragogy and leadership in Indigenous higher education, particularly through the inclusion of Lakota language and traditions in the curriculum. The study highlights the reciprocal relationship between faculty and community, stressing the significance of meaningful engagement for both cultural preservation and academic success. Additionally, it explores leadership challenges in TCUs, advocating for systemic changes in faculty retention, resource allocation, and the development of culturally relevant curricula. This research contributes to the ongoing transformation of Indigenous higher education and offers practical insights for supporting the continued success of TCUs as vital institutions for Native American sovereignty, empowerment, and cultural preservation.

Keywords

autoethnography community engagement culturally responsive andragogy faculty development and leadership indigenous epistemologies tribal colleges and universities

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Navigating Career and Academic Growth in Tribal Colleges and Universities: An Autoethnographic Reflection

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