OF PLACE: resources that give greater salience to and understanding of indigenous peoples' relationships to land and WATER geographies

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 recognitions of place, 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.


Inside Higher Ed
August 2, 2019

CBC - Radio Canada
January 20, 2019

The Daily Northwestern
January 15, 2019

High Country News
October 1, 2018

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.


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


Indigenous Corporate Training Inc.

Reclaiming Native Truth: A Project To Dispel America’s Myths and Misconceptions

Office of Aboriginal Initiatives, Wilfrid Laurier University  

Montreal Urban Aboriginal Community Strategy Network

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)


Smithsonian National Museum of the American Indian

A Four-Part PBS Series

Host: Pam Palmater (Mi’kmaw)

US Department of Arts and Culture