Asserting Sovereign Spaces Through a Tribally Placed Master's Cohort

Abstract

In this chapter, the authors share how asserting sovereignty through the Muckleshoot master's cohort is shifting third space into reclaiming Indigenous sites of learning and normative expectations for Native American students. The authors want to reimagine what graduate education looks like within a tribally placed master's cohort by sharing details about the Muckleshoot tribal college engaging education connections with Indigenous women faculty as anchors for graduate level instruction. They will share the impact of having three Indigenous faculty provide opportunities where the students embrace who they are by engaging their emotions and whole selves in the classroom. The authors also emphasize the importance of honoring Indigenous scholarship and the knowledge threaded throughout this cohort. They will then share the impacts of tribally and Indigenous-centered educational experiences including Indigenous ways of learning, emotional well-being, genealogical and land connections, Indigenous pedagogy, and research. Lastly, the authors provide recommendations for praxis. They will open and close the chapter in a good way.