The old people, surveying the landscape, had such a familiarity with the world that they could immediately see what was not in its place. If they discerned anything that seemed to be out of its natural order—a nocturnal animal in the daytime, unusual clouds or weather conditions, or a change of the plants—they went to work immediately to discover what this change meant...When the people saw an imbalance, their understanding of the natural ordering of cosmic energies informed them that their responsibility was to initiate ceremonies that would help bring about balance once again.
Vine Deloria, Jr.
Power and Place: Indian Education in America
The theme "Bringing Balance Back to the Higher Education Landscape" focuses on the breadth of balance and how practitioners, scholars, and administrators restore, engage, and extend this energy in building campus ecologies that support the participation of Indigenous higher education communities.
A significant Power and Place Symposium goal is to privilege and promote Indigenous worldviews regarding orientation, transition, retention on college campuses, and higher education leadership. The Symposium is for student affairs professionals, higher education scholars, allied educators, and anyone interested in questioning, reflecting, and imagining how Power and Place engender conditions for Bringing Balance Back to the Higher Education Landscape.
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As a result of attending the Power and Place Symposium, participants will:
- Explore challenges and possible solutions in creating empowering education and development experiences for Indigenous higher education communities;
- Develop an increased awareness of institutional conditions that negate and repress the presence of historical, political, and linguistic relationships between place and Indigenous peoples;
- Reflect on the structural relationship between settler colonialism and higher education and its impact upon the educational and cultural realities of Indigenous peoples;
- Consider the implications for designing orientation, transition, and retention programs as critical interventions that support the self-determination and political autonomy of Indigenous peoples in higher education; and
- Develop an extended professional network of reciprocity by sharing, learning, and exchanging knowledge and resources.
MEET OUR CO-DIRECTORS
Charlotte E. Davidson is Diné and a citizen of the Three Affiliated Tribes, also known as the Mandan, Hidatsa, and Arikara Nation. She is the daughter of Nora (Yazzie) and Wilbur Wilkinson, Sr. Her maternal grandparents are Sally (Manygoats) and Kee Horseherder-Yazzie. Her paternal grandparents are Molly (Wolf) and Ernest P. Wilkinson. Concerning kinship relations, she is of the Tó'aheedlíinii (Water Flows Together People), born for the Waterbuster People. Her maternal grandfather’s clan is Kinłichíi’nii (Red House People), and her paternal grandfather is the Flint Knife clan. Her service in NASPA includes membership on the Indigenous Peoples Knowledge Community Leadership Team, 2022 Conference Leadership Committee, and 2019-2022 NASPA SERVE (Supporting, Expanding, and Recruiting, Volunteer Excellence) Academy. Dr. Davidson is the guest editor of the Winter 2021 issue of the Leadership Exchange and is NASPA's Indigenous Relations Advisor. She earned her B.A. degree in American Indian Studies from Haskell Indian Nations University and her M.Ed. degree and Ph.D. in Educational Policy Studies at the University of Illinois at Urbana-Champaign. Dr. Davidson presents nationally and internationally on Indigenous higher education, Indigenous matrilineal pedagogies, and place-based relationalities and has written and co-authored chapters in Beyond the Asterisk: Understanding Native Students in Higher Education; Indigenous Leadership in Higher Education; Reclaiming Indigenous Research in Higher Education; and A Better Future: The Role of Higher Education for Displaced and Marginalised People. In addition, she is a clinical faculty member for the department of student affairs administration at the University of Wisconsin La Crosse.
Carlos Guillen was raised in Northern New Mexico. He earned his Bachelor of Arts from the University of New Mexico and a Master of Science in Student Affairs in Higher Education from Colorado State University. As the Associate Director of First Year Programs at the University of Washington, Carlos provides leadership to a department charged with the successful transition of over 9,000 first-year students. As NASPA’s Equity Inclusion and Social Justice coordinator for the Orientation, Transition, and Retention Knowledge Community (OTR KC), Carlos works with OTR professionals across the association to promote racial equity resources and professional development opportunities through the KC. In addition to his work with first-year students and racial equity, Carlos’ draws on over ten years of professional experience in higher education, including curriculum development, parent and family programs, bias incident response, online/distance learning, and assessment.
Daniel Begay (Navajo/Santa Clara Pueblo), University of New Mexico
Dr. Brett Bruner, Arkansas Tech University
Terry Chavis (Lumbee Tribe of North Carolina), Highpoint University
Dr. Nizhoni Chow-Garcia (Diné), California State University Monterey Bay
Kari Deswood (Diné), San Juan College
Dr. Judith Estrada, University of California, Santa Cruz
Dr. Freda Gipp (Apache Tribe of Oklahoma/Comanche), Haskell Indian Nations University
Roderick Lansing (Navajo), University of New Mexico
Kerry Lessard (Shawnee), Native American LifeLines
Kimberlie Moock, University of Minnesota, Twin Cities
Dr. Monica Nixon, NASPA
Sedelta Oosahwee (Three Affiliated Tribes/Cherokee), National Education Association
J. Māhealani Quirk (Kanaka ʻŌiwi), University of Hawaiʻi at Mānoa
Chelsea Reid (Gullah & Geechee), Boston University
Preston Reilly, University of Chicago
Dr. Tiffani Smith (Cherokee and Muscogee Creek), Oklahoma City University
Dr. Sarah Whitley, Center for First-generation Student Success, NASPA
Dr. Erin Kahunawaikaʻala Wright, (Kanaka ʻŌiwi), University of Hawaiʻi at Mānoa
Andrew Yazzie (Navajo), University of New Mexico