Abstract: The objective of this autoethnographic essay is to explore examples of Indigenous educational sovereignty and digital pedagogy that contribute to centering values and relationships in “virtue-rural” spaces. The heart of my teaching and scholarship is the practice of Indigenous educational sovereignty through centering core values and relationships. I have sought to strengthen my teaching and community-engaged scholarship through various fellowships and by developing fruitful partnerships with school districts that serve predominantly Native American communities. Many of my endeavors have enhanced the University of New Mexico’s online Introduction to Native American Studies class as well as contributing to the Indigenous educational sovereignty work of surrounding institutions. This article bridges together what I have learned from scholars, fellowships, teaching, service, and the process of partnering with school districts. The elements of this discussion include considerations for including land acknowledgments in courses; rooting pedagogy in local communities and connecting virtually; building undergraduate research experience into introductory curriculum; race and social justice in connection with Indigenous education; and family well-being and movements within a pandemic.
Leola Tsinnajinnie Paquin (Fri,) studied this question.