Tribal sovereigns Reframing research in American Indian education

• Published in: Harvard educational review Vol. 70; no. 1; pp. 1 - 21
• Main Author: Lomawaima, K. Tsianina
• Format: Journal Article
• Language: English
• Published: Cambridge, MA Harvard University 01.04.2000; Harvard Education Press
• Subjects: American Indian Education; American Indians; Education; Educational Research; Educational sciences; Elementary Secondary Education; Erziehung; Ethnic minority, racial problems, cultural differences; Ethnische Gruppe; Forscher; Higher Education; History; Hopis; Indianer; Indians; Intergovernmental relations; Macht; Native North Americans; Native races; Navajos; Power Structure; Pädagogische Forschung; Research Methodology; Researchers; Sociology of culture; Sociology of education; Sovereignty; Tribal Sovereignty; Tribes and tribal system; United States; USA; USA; Research organization; History; American Indian; Ethnic Minority; Power
• ISSN: 0017-8055; 1943-5045
• DOI: 10.17763/haer.70.1.b133t0976714n73r

The inherent power dynamic between academic researchers and those they study is the focus of this article. The author analyzes the shift in the balance of power between scholars and American Indian tribes that has occurred over the last four decades. She argues that issues such as access to subjects, data ownership, analysis and interpretation, and control over dissemination of findings all reflect what amounts to a struggle for power and tribal sovereignty. Lomawaima maintains that understanding the historical relationship between Native communities and academia, as well as the relatively new research protocols developed by various tribes, is necessary for responsible and respectful scholarship. (DIPF/orig.)