Date of Award

12-2024

Degree Name

Doctor of Philosophy

Department

Education and Human Development

First Advisor

Tova Sanders, Ed.D.

Second Advisor

ChairLinda Keway, Ed.D.

Third Advisor

Dee Sherwood, Ph.D.

Keywords

Anishinaabe leadership, Indigenous knowledge, Indigenous leadership, Indigenous research methodology, Three Fires Anishinaabek

Abstract

Leadership has often been viewed through a narrow lens that primarily reflects Western perspectives, while Indigenous knowledge has been overlooked, marginalized, or excluded, perpetuating colonial systems. This study aims to restore Indigenous knowledge within the Three Fires Anishinaabek community and to contribute to a more comprehensive understanding of leadership. Employing an Indigenous research methodology, the study centers relational and wholistic ways of knowing. This approach adheres to Indigenous ethics of relational accountability and utilizes a collaborative strategy for knowledge gathering (data collection) through conversational interviews.

As knowledge contributors (participants), members of the Three Fires Anishinaabek community engaged in discussions that included stories, lessons, and experiences related to Anishinaabe leadership, the relationship between colonization and leadership, and lessons for future leadership. The knowledge gathered was interpreted and shared through an Indigenous learning method: story. Indigenous Storywork was employed to derive meaning and highlight key insights, as follow.

The Three Fires Anishinaabek conceptualize leadership collectively, emphasizing the responsibility to foster relationships among people and with the land. Anishinaabe leadership, in the context of colonization, encompasses conflicting values, trauma, and the imperative for self-preservation. Looking to the future, Anishinaabe leadership intentions focus on wholistic connections and the development of opportunities to engage in Anishinaabe ways.

Access Setting

Dissertation-Open Access

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