Indigenous Peoples

Indigenous Peoples

The Indigenous Peoples Knowledge Community (IPKC) is comprised of Indigenous and non-Indigenous people who seek to: 1) increase understanding of, and institutional commitment toward, Indigenous peoples in higher education; 2) advance equity-grounded approaches and socially just practices and policies that support and increase the participation of Indigenous peoples in higher education; 3) produce professional development opportunities, scholarship, and research that complicates and re-imagines the profession; and 4) engage across difference and intersecting identities to further explore trends and interpret issues relative to the experiences of Indigenous peoples on campuses.

Message from the Chair

Osiyo (Tsalagi/Cherokee term for “hello”)! The Indigenous Peoples Knowledge Community (IPKC) is comprised of professionals who are committed to conceptualizing and promoting indigenization as a distinct area of student affairs. As such, the IPKC strives to 1) embody a disposition of decolonization; 2) operate from principles of relationality; and 3) labor toward emancipatory outcomes. Given our historical, political, linguistic, and social ties to land and sea geographies, a significant objective of the IPKC is to cultivate and promote place-based sensibilities in the profession by way of land acknowledgment practices and cultural protocols. We welcome higher education relations from all identities and professional backgrounds to participate in these efforts!

Get Involved

Volunteer with the Indigenous Peoples KC

Volunteers are critical to the continued success of the Indigenous Peoples Knowledge Community. We are constantly on the lookout for new and exciting content from members to contribute to our newsletter, website, and other productions. If you’re interested in taking on a project or would like to indicate your interest in future volunteer opportunities, please contact one of the IPKC representatives.

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Leadership Team

Knowledge Community leaders are NASPA volunteers who have generously devoted their time to their Knowledge Community. Chairs are elected by the Knowledge Community members while Regional representatives are selected from within the Region. Additional roles are selected by the Knowledge Community.


One of the best resources available to you is the wide range of professional development opportunities. This list contains both our “Hosted Events,” workshops and webinars that we plan and manage, and some “Related Events,” hosted by the NASPA Central Office or other NASPA Constituent Groups. To see a full listing of NASPA events, please see the Events page.


Get Connected

Join the Indigenous Peoples KC

The Indigenous Peoples Knowledge Community provides numerous ways for NASPA members to stay in touch with one another! One of the best and easiest ways is by joining our Knowledge Community:

  • Login to by clicking the blue "Login" button in the center of the page.
  • Scroll until you see the grey sidebar on the right hand side of the screen and the link to "View My Personal Snapshot."
  • Confirm that your membership is still active (there will be a link to join or renew if it is not).
  • Click on "Edit My Profile" and scroll down the page until you get to "NASPA Engagement Details."
  • You will see the KCs that you are currently a member of; if your membership to the Indigenous Peoples Knowledge Community is not listed, please add it.
  • Click "Save" at the bottom of the page.

Stay connected with the IPKC via social media. Access all IPKC social media accounts (LinkedIn, Instagram, Facebook, and Twitter) via:



The IPKC asserts that American Indian, Alaska Native, Native Hawaiian, Samoan, Chamorro, Taino, First Nations, Inuit, Métis, Zapotec, and other Indigenous relations have pre-colonial genealogical ties to place whether student affairs and higher education theories, practices, and policies recognize it or not. This is to say that dominant foundations of these fields do not often address the historicity of these experiential links and how colonizing learning contexts negate Indigenous peoples relationship to place. This absence, in turn, impacts how Indigenous students, staff, and faculty experience institutional and professional development spaces. Toward that end, the IPKC has compiled a broad set of resources for those who seek to expand their worldview in ways that consider the complexities and dynamics associated with the social agency of Indigenous peoples as they are not only inherent, but integral to the integration of critical place-based practices within settler colonial geographies. As you read the material below, keep in mind that place-based practices, such as land acknowledgements, are context and community specific. What is enacted as a practice in one location and for one community, may sound, look, and feel different when carried out by other Indigenous peoples who are of another location. What is more, these historical understandings inform contemporary political struggles, as well as current educational and epistemological priorities of Indigenous peoples.


The Thirty Meter Telescope project at Mauna Kea raises questions about what we truly mean when we say we engage in “ethical and moral” research, argues Amanda R. Tachine.
Inside Higher Ed
August 2, 2019


Call for historic mission bell removal begins at UC Santa Cruz: Highway markers symbolic of ‘painful history of oppression’
The Mercury News
June 24, 2019


'I regret it': Hayden King on writing Ryerson University's territorial acknowledgement
CBC - Radio Canada
January 20, 2019


Giant Indigenous Peoples Atlas floor map will change the way you see Canada
CBC - Radio Canada
January 20, 2019


Grant-funded Northwestern Indigenous Tour reveals ‘untold stories
The Daily Northwestern
January 15, 2019


Activists want to remove Seattle’s iconic totem poles
High Country News
October 1, 2018


Flagstaff Council Unanimously Supports Indigenous Peoples’ Day Proposal
Indigenous Action Media
March 9, 2016


Crazy Bull, C., & White Hat, E.R. (2019). Cangleska Wakan: The ecology of the sacred circle and the role of tribal colleges and universities. International Review of Education, 65(1), 117-141. 

Minthorn, R. S. & Nelson, C. A. (2018). Colonized and racist Indigenous campus tour. Journal of Critical Scholarship on Higher Education and Student Affairs, 4(1), 73-88.


Guide to Indigenous D.C.
Guide to Indigenous D.C. (Tour Information)


Whose Land


Dr. Debbie Reese (Nambe Pueblo)

Dr. Jessica R. Metcalfe (Turtle Mountain Chippewa)

Chelsea Vowel (Métis)
Tiffany Smith (Cherokee/Muscogee Creek)

Dr. Adrienne J. Keene (Cherokee Nation)

Indigenous Corporate Training


23 Tip On What Not To Say Or Do When Working Effectively With Indigenous Peoples
Indigenous Corporate Training Inc.


Changing The Narrative About Native Americans: A Guide For Allies
Reclaiming Native Truth: A Project To Dispel America’s Myths and Misconceptions


Indigenous Allyship: An Overview
Office of Aboriginal Initiatives, Wilfrid Laurier University  


Indigenous Ally Toolkit
Montreal Urban Aboriginal Community Strategy Network


Whose Land Is It Anyway?: A Manual for Decolonization
Peter McFarlane and Nicole Schabus (Editors)
Federation of Post-Secondary Educators of BC


Author: Roxanne Dunbar-Ortiz
Editors: Noelani Goodyear-Ka‘ōpua (Kanaka ʻŌiwi Hawaiʻi), Ikaika Hussey (Kanaka ʻŌiwi Hawaiʻi) and Erin Kahunawai Wright (Kanaka ʻŌiwi Hawaiʻi)


Author: Nick Estes (Lower Brule Sioux Tribe)

Authors: Eve Tuck (Unangax/Enrolled Member of Aleut Community of St. Paul Island, Alaska) and Marcia McKenzie

Authors: Vine Deloria, Jr. (Standing Rock Sioux) and Daniel R. Wildcat (Yuchi/Muscogee)


Author: Jodi Byrd (Chickasaw Nation of Oklahoma)


Storytelling Platform Powered by a Sisterhood of Over 200 Haudenosaunee Women



Region IV-E
Northwestern University


University of Illinois at Urbana-Champaign


York University



Region V
University of British Columbia, Vancouver


Western Washington University


Region VI
Arizona State University


University of California Los Angeles

Indian Country Today

Producer: Eve Tuck (Unangax/Enrolled Member of Aleut Community of St. Paul Island, Alaska)


Nation to Nation
Smithsonian National Museum of the American Indian


Native America
A Four-Part PBS Series


Reconciliation Book Club - Whose Land Is It Anyway?
Host: Pam Palmater (Mi’kmaw)


Honor Native Land
US Department of Arts and Culture 


Walk a mile in my redface - on ending the colonial in culture: Cornel Pewewardy 


Haunani Kay Trask - Island Issues 1990


Indigenous Peoples KC- Blogs

Recent Blogs