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206 c o n c l u s i o n Repositioning the Norms of the Academy research as wisdom Heather J. Shotton (Wichita/Kiowa/Cheyenne) Robin Starr Zape-­tah-­hol-­ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) In June 2016, we came together with a group of authors from this book to begin the process of gathering our collective thoughts about what it means to reclaim Indigenous research in higher education. As we approached the conclusion of this journey, to reclaim our space in higher education research, we began in much the same way we did as we embarked on this journey, with good thoughts, intentions, and prayer. As we gathered with our fellow authors we stood together and acknowledged the work that had been done and those who had contributed to this collective effort. We stood together as extensions of our various tribes, people, homelands, communities, and families. Together we offered up prayers and gave thanks for this work, we acknowledged our ancestors and those who came before us, we expressed gratitude for those fierce Indigenous scholars who laid the foundation for this work and made a way for us, we asked for blessings on our youth and those who will come after us, and we asked that we do our work with good intentions and in a way that would benefit and be pleasing to our communities. It was with those collective thoughts, intentions, and wisdom that we entered into the final stages of this work. In this concluding chapter, we thought it was of particular importance to have collective voices and responses to how we tie together and connect the takeaways and that we approach “research as wisdom.” In the following sections we will conclusion 207 address (1) What it means to reclaim Indigenous research in higher education, (2) Important takeaways the authors hope readers will gather, (3) Next steps for Indigenous research in higher education, and (4) Concluding thoughts from the authors themselves. We hope you will read through this chapter and share with others so that they may understand the value and importance of Indigenous research in higher education. Before we begin our discussion, it is necessary to explain our process for honoring our collective voices in this final chapter. In reflecting on the values of Indigenous research methodologies, and our own values as Indigenous people, we felt that in the concluding chapter we had to move beyond the norm of providing our own interpretation of the connecting themes and recommendations for next steps. Rather, we felt it was more appropriate to ask our authors to join us in developing our concluding thoughts in an effort to respect all of our voices. We sent a call out to the contributing authors and invited them to a writing retreat following a conference at the Arizona State University (ASU) campus at which many of us would be in attendance. The ASU Center for Indian Education generously offered to provide space for our gathering and host our group. In total, six authors (including the editors) from this book participated in the writing retreat. In this chapter’s opening, we described how we began our writing retreat. We intentionally chose to begin our work in a way that honored our own traditional teachings and to enter our writing space with good thoughts and intentions. During the retreat, each author discussed our individual chapters and we provided overviews of the chapters of those authors who were not in attendance. Following the chapter overviews, we presented the authors with a series of questions and had a day-­ long discussion about what it means to reclaim Indigenous research in higher education and how we move Indigenous research in higher education forward. In an effort to capture all of the authors’ voices, we also provided opportunities for those authors who could not attend the writing retreat to provide their thoughts and feedback on the same questions presented during the retreat. What follows is our collective response to our journey and efforts to reclaim Indigenous research in higher education. What Does It Mean to Reclaim Indigenous Research in Higher Education? This is the pivotal question that we hope each of the authors have helped answer through their chapters, including their own context as Indigenous scholars and the methodologies and topics of their research. In each of the chapters, authors have presented examples of the various ways they are utilizing and embodying Indigenous methodologies in their scholarship. They have demonstrated the fluid nature...


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