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Abstract Research partnerships between Tribal Nations and rural colleges and universities can support rural development and strengthen Tribal Nation building through reclamation of economic, political, cultural, and social affairs. However, Tribal Nation–University relationships have received little attention in rural sociology. While scholars identify best practices for research engagement in light of colonial harms, the ideal visions that Tribally and university‐affiliated people have for research partnerships and the barriers to achieving those ideals are poorly understood. Without identifying these visions and barriers, we risk making wrong assumptions about each party's needs and cannot implement appropriate policies. Semi‐structured interviews with Tribally‐affiliated (n = 20) and university‐affiliated (n = 20) people in rural southeastern Idaho suggest, contrary to literature on best practices for collaborative research, that participants in both groups viewed what we term “Tribally‐responsive research engagement” as ideal, though few projects met this goal. Tribally‐responsive research directly addressed Tribal priorities but did not necessarily involve close collaboration. The University's failure to acknowledge past or colonial harms, university‐affiliated researchers' historicization of those harms, and negative Native student experiences reinforced distrust, limiting desired research engagement. In sum, Tribally‐responsive research engagement could strengthen Native Nation building, but requires universities to acknowledge harms, create more welcoming campus environments, and prioritize Tribal benefits in research.
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Engagement for Life's Sake: Reflections on Partnering and Partnership with Rural Tribal Nations ☆
Abstract In this paper, we reflect on our collective experiences engaging with Anishinaabe Tribal Nations in the Great Lakes region to support Tribal sovereignty in decision‐making for food, energy, and water (FEW) systems. In these diverse experiences, we find common lessons. The first set of lessons contributes new empirical knowledge regarding the challenges and opportunities that rural Great Lakes Tribal Nations navigate for enacting sovereignty in decision‐making. Our experiences illustrate that while Tribal Nations benefit from a broad and deep commitment to sovereignty and many cultural strengths, they are often challenged by shortages in administrative capacity; technical support; and embeddedness in economic, socio‐cultural, and institutional dynamics that must be further negotiated for Tribes to enact the sovereignty to which they are inherently (and legally) entitled. Productive partnerships struggle when university partners fail to acknowledge these realities. The second set of lessons addresses the potential for, and challenges of, effective engagement processes. We find that engagement with university professionals is often mismatched with the priorities and needs of Tribal Nations. Effective engagement with Tribal Nations requires practical knowledge, applied assistance, and grounded, genuine relationships; these requirements often run counter to the institutional structures and priorities imposed by universities, federal funding agencies, and student recruitment. These findings, associated with both empirical knowledge and lessons on process, highlight shared insights on formidable barriers to effective engagement. Based on our firsthand experience working with rural Tribal Nations on FEW decision‐making, we share these reflections with particular focus on lessons learned for professionals who engage, or hope to engage, with Tribal Nations in rural settings and offer opportunities to transform engagement processes to better support the immediate, practical needs of rural Tribal Nations.
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- Award ID(s):
- 2009258
- PAR ID:
- 10486876
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Rural Sociology
- ISSN:
- 0036-0112
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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