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1 i n t r o d u c t i o n The Roots of Reclamation Robin Starr Zape-­tah-­hol-­ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Heather J. Shotton (Wichita/Kiowa/Cheyenne) The first thoughts of this book began to stir several years ago among a group of our fellow Indigenous scholars as part of our growing frustration with the continued gap in literature on Indigenous research in higher education. What was even more concerning was the fact that we knew that research was being conducted by Indigenous scholars in higher education; we knew because we were conducting such research, as were our colleagues and students. Yet, there remained a void in the scholarship. We all recognized and had been answering the calls sent out by previous scholars (Brayboy, 2005; Deloria, 2004; Mihesuah, 1998; Mihesuah & Wilson, 2004; Shotton, Lowe, & Waterman, 2013; Smith, 1999) to produce scholarship from an Indigenous perspective that was guided by our lived experiences, cultural values, and the embedded responsibility to address the needs of Indigenous people within research in higher education. There has been a small surge of emerging Native American, Native Hawaiian, and Alaskan Native scholars within the field of higher education, and within the last ten years we have witnessed a growing number of Indigenous scholars utilizing Indigenous methodologies and frameworks in their research. Empowered by the critical work of Linda Tuhiwai Smith (1999), Bryan McKinley Jones Brayboy (2005), Shawn Wilson (2008), and Margaret Kovach (2009), Indigenous scholars in higher education have begun to reclaim our own research spaces. Through the heartwork of our scholarship, we created a family of Indigenous scholars in higher education, a community of Indigenous brother and sister scholars engaged in this critical work. As a community of scholars, we began a push to create recognition of our presence within the larger community of higher education scholars. As scholars in higher education, much of this work was focused within the Association for the Study of Higher Education (ASHE). Out of this work an informal collective group was born, known as “Indigenize ASHE.” The 2 Robin Starr Minthorn and Heather J. Shotton work of this collective has helped us to gain traction in our efforts to challenge exclusionary power structures that have served to silence our scholarship and render us invisible. Slowly, we have witnessed increased visibility of Indigenous scholars within the broader organization and a push for more inclusion of Indigenous centered scholarship. In 2014, we acknowledged the movement that had been created by our family of Indigenous scholars through a presentation at the World Indigenous Peoples Conference on Education (WIPCE) called “Igniting a Movement of International Indigenous Higher Education Scholars in the Academy.” This presentation included several Indigenous professors and doctoral students in higher education, many of whom have contributed to this text. All of this progress led to the fruition of this book.We were inspired to reclaim our space in academia, to reclaim Indigenous research in higher education. To reclaim means to start claiming or to take something back. Our intent is to utilize this book as a means to take back our academic space so that we may honor the good work of our Indigenous brother and sister scholars who are answering the call to Indigenize research in higher education. Genealogy of Indigenous Methodologies and Frameworks As Indigenous people it is important to acknowledge those who came before us. We recognize that we are not alone in our work and that none of us arrived at this place without the help of others. This involves the acknowledgment of our ancestors and the wisdom that has been passed on from them, the forethought and prayers of our families and elders that have sustained us, and the knowledge and space created by early Indigenous scholars; all of these elements make a way for us. Venturing into this work requires that we first acknowledge the genealogy of Indigenous methodologies. Doing so is like acknowledging our ancestors, without whom we would not be here. So, we respectfully provide an overview of Indigenous methodologies and frameworks by our “elder” scholars in the field. In 1998,Devon Mihesuah pushed a critical discourse on the weakness of methodologies that had traditionally been used in the academy to research and write about Indigenous peoples. Her book, Natives and Academics: Researching and Writing about American Indians (1998), provided a critical space for Indigenous scholars to “write back to the academy” (Mihesuah & Wilson, 2004, p. 2), and to challenge the power structures...


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