From heritage to horizons: Joy laden with the weight of history for Indigenous and Native doctoral graduates

In an achievement that reverberates with hope, the University of Washington College of Education proudly announces the graduation of ten Indigenous or Native doctoral students this month. These visionaries represent a commitment to academic excellence, cultural preservation and community empowerment.

Guided by dedicated advisors like Drs. Ann Ishimaru, Anthony Craig, Django Paris and Dana Nickson these graduates pursued their doctoral degrees in various specialties and programs within the College of Education, from Leadership for Learning to Culturally Sustaining Education. Each fueled by years of unwavering dedication and passion.  

Their triumphs are particularly poignant coming on the heels of the National Asian American, Native Hawaiian, and Pacific Islander Heritage Month celebrated in May, and amidst the statistical backdrop of less than 1% of doctoral degrees earned in the U.S. are earned by American Indian/Alaska Native, and Pacific Islanders, compared with 63% by white students.

Considering this, their achievements not only serve as tributes to the rich tapestry of Indigenous heritage, resilience and contributions, but underscores the importance of integrating Indigenous perspectives, knowledge and voices into academia and beyond. And for these doctors, that is exactly what they have come to do. 

The work ahead 

This marks a moment of great joy, yet for the graduates, it is also a time laden with the weight of history and the challenges that lie ahead. While their accomplishments signify significant milestones, they see them as mere beginnings. As Dr. Chelsea Craig aptly puts it, “Our journey toward sovereignty and self-determination is ongoing,” — a sentiment echoed by the graduates.  

For Dr. Doua Kha, she reflects on the rich layers and dimensions of literacy, stressing the inclusion of Indigenous wisdom in education discourse. She says, “Being literate means that you know ceremonies, songs, and rituals [...] it's very different than just reading and writing.” She and her cohort challenge the colonial perspective on education and advocates for the integration of Indigenous knowledge. 

In parallel, they share a common purpose and a profound dedication to their communities. Dr. Dana Arviso underscores the need to use personal wisdom to reshape philanthropic practices for the benefit of Indigenous communities, while Dr. Xandra Peter champions authenticity, pondering, “How do I hold the things that I'm really passionate about and mold them to different spaces that I'm going to be in?” Their endeavors are rooted in collaboration and a drive to dismantle oppressive structures, ensuring future generations’ confidence in their identity and place in academia. 

Their narratives extend beyond individual triumphs; they embody collective empowerment, reflecting a commitment to honoring heritage, advocating for justice, and forging paths for forthcoming Indigenous scholars. As global citizens, they live into their education's promise and community ties, not only to thrive themselves but to lead for collective thriving, offering what the world needs uniquely now more than ever.

The Graduates

Dr. Dana Arviso, a member of the Navajo Nation, embarked on an academic journey focused on language, literacy and culture. Initially, she considered a dissertation on Native youth filmmaking but felt torn between academia and community service. Encountering a lack of support for community-engaged research, she pursued a career in philanthropy to directly aid Native communities. Soon, Arviso returned to academia to complete her Ph.D., focusing on Native philanthropy.  

Her dissertation, guided by Dr. Django Paris and her committee, marks a shift towards culturally sustaining education, highlighting Indigenous values and challenging deficit approaches. As she states, “[I wanted to explore] how Native people have always given. How can we learn lessons about the way in which Native people have given equitably and throughout time and without making people demonstrate pain and need.”

Beyond academia, Arviso wants to share her research with Indigenous communities. She's thinking of new ways, like podcasts, to do this. Arviso is the Senior Program Strategist for Native Voices Rising with Common Counsel Foundation and was the former Director for Unite:Ed at the University of Washington College of Education.  

Dr. Irene Anderson-Bare epitomizes resilience and cultural dedication as a Suqpiaq Alaskan Native and an enrolled member of Koniag and Afognak Native Corporations. She shares, “I acknowledge my corporations for always supporting me in my pursuit of learning.” Her upbringing, shaped by the stories of her parents' survival through the Good Friday Earthquake and subsequent relocation, instilled in her a deep connection to her heritage and a thirst for knowledge.  

Anderson-Bare's educational journey began with a bachelor's degree in psychology from the University of Washington, followed by a teaching certificate from Western Washington University. She reflects on her experiences, stating, “Learning about [Dr. William Demmert's, from Tlingit Eagle clan] trail-blazing commitment to improving Indian Education taught me I could have a positive influence as a Native Educator.” Driven by the stark disparity between mainstream education and Indigenous values, Anderson-Bare pursued a master's program through Antioch University and later a doctoral degree with the UW Leadership for Learning (L4L) program.

Today, Anderson-Bare's work at Quil Ceda Tulalip Elementary is characterized by the incorporation of ancestral teachings into educational practices, including shared leadership models, multi-aged learning pods, and humanizing data practices. Drawing from Tulalip Elders' wisdom and ancestral traditions, she envisions a learning environment rooted in cultural identity and community support. She reflects, “Chelsea [Craig] reminded us that her Grandfather said we needed to remember that we have always had a way, 'Huyadadčəɬ.' With this teaching guiding the way, we began to center ancestral teachings and listen to Tulalip Elders to imagine a place where children were joyfully learning like they once did in their tribal communities.” 

Dr. Lolita M. Ceja, a Mexicana and member of the Confederated Tribes and Bands of the Yakama Nation, serves as the Indian Education Director for Toppenish School District. Her academic journey and professional focus are deeply rooted in advancing Indigenous scholars, traditional knowledge, and identity-affirming practices within public education.  Ceja emphasizes, “My journey with the guidance of my UW Professors Dr. Anthony Craig and Dr. Ann Ishimaru has allowed me to reflect and self-examine my needed growth to be a better leader in my community.  I no longer operate from a place of survival and fear due to the institutionalization and colonial construct of hierarchy and whiteness being the standard to achieve; but to self-indulge from the unique perspective my experience in the educational system as a Yakama and Mexican mixed woman with a childhood filled with dysfunction, trauma, body dysmorphia, sitting in classrooms that perpetuated my shame of who I am, where I come from, and overcoming and healing from the oppressive deficit mindset.”  

Driven by a commitment to challenge systemic inequities, Ceja pursued graduate education and leadership roles to amplify the voices of American Indian and Alaska Native (AI/AN) students and communities. She emphasizes the importance of inclusive curriculum, multicultural competency and creating environments where students can authentically engage and thrive.  In her work, Ceja integrates Indigenous ways of knowing, prioritizing AI/AN student and family testimonials over deficit-based narratives prevalent in educational settings. She affirms, “Through my leadership I focused on creating space for my “otherwise” where I make room for AI/AN student and family testimonial data and move away from the constant trend of dehumanization and deficit-framing that is too often the label for AI/AN people.”  

Ceja embraces vulnerability and cultural relevance as guiding principles. She challenges biases and stereotypes, advocating for BIPOC leadership development and equity mindfulness. Her journey epitomizes a passionate dedication to dismantling cultural barriers in education, advocating for systemic change, and empowering BIPOC communities through representation and impactful leadership. 

Dr. Chelsea Craig, a proud Tulalip tribal member, draws strength from her ancestors' resilience, stating, "My great-great-grandmother was forced onto the Tulalip reservation and endured immense trauma. That history of colonization and its impact on my people drives me every day." Craig's deep connection to her heritage informs her work as a principal at Quil Ceda Tulalip Elementary and a cultural specialist, where she strives to honor her ancestors and consider the welfare of future generations. Reflecting on her journey, she shares, "I view my academic journey as a continuation of my ancestors' legacy. Their resilience and wisdom inspire me to push forward despite challenges."  

Craig's devotion to integrating Indigenous practices into contemporary educational settings is evident in her work at Quil Ceda. She recounts, "At Quil Ceda, we've implemented a morning assembly modeled after the Longhouse tradition, where students gather to sing, drum, and share." She wants to make the educational system more inclusive by adding Indigenous teachings to the curriculum and making sure Indigenous students feel recognized and valued. Her goal is to reclaim and indigenize spaces and create a learning environment that respects and responds to their culture.

Despite the challenges ahead, Craig is driven to honoring her ancestors and serving her community. She explains, "My guiding principle is to honor my ancestors and serve my community. Their unwavering support and belief in me keep me grounded." Craig's journey underscores the importance of cultural preservation and community-driven education in addressing the historical injustices faced by Indigenous peoples and shaping a better future for generations to come.

Dr. Doua Kha, a queer and trans HMoob scholar, emphasizes the significance of honoring tradition while effecting change, stating, "We don't have a formal writing system, but our culture uses oral stories to pass down traditions and culture." Kha's exploration of storytelling among HMoob youth highlights their focus on inclusivity and protection of marginalized groups within their community and beyond. They explain, "Here in the States, young people are still using these stories, and now they're creating their own stories that include the different identities and experiences they have come to experience here as second and third generations."  

Kha's dissertation challenges the written-centric nature of academic dissertations, advocating for a broader definition of literacy that includes oral traditions. They reflect on the importance of this work, stating, "My research highlights the importance of recognizing and valuing Indigenous knowledge systems, ensuring that they are respected and preserved within educational settings." Kha's efforts to uplift LGBTQ+ youth within Indigenous communities demonstrate their desire to foster inclusivity and resilience, bridging tradition with contemporary experiences to create a more supportive and affirming environment for future generations.

Dr. Savannah Milford, a member of the Cowlitz tribe, delves into the complex dynamics of Native educator retention in predominantly non-Native educational spaces. Her journey is deeply rooted in a profound sense of duty to her community. She articulates this sentiment, stating, "If there's a Native kid in my school or a Native teacher in my school, I'm supposed to answer that call and show up for that." Motivated by familial and academic influences, Savannah embarked on her research journey with a dual purpose.  

On one hand, she felt a personal obligation to support her younger sister's academic aspirations, recognizing the need to pave the way for future generations within her community. On the other hand, she sought to address systemic challenges faced by Indigenous educators in educational environments where they are often marginalized. Navigating the tension between personal aspirations and community service, Milford grapples with the complexities of her role as both a leader who happens to be Native and a Native leader.  

Her research endeavors focus on creating inclusive and supportive environments for Indigenous educators and students, advocating for their recruitment and retention to foster cultural understanding and respect within educational institutions. Through her work Milford embodies the transformative potential of addressing systemic challenges within the educational system.  

Dr. Xandra Tate Moses Peter is from the island of Saipan, within the Northern Mariana Islands in Micronesia, and identifies as Carolinian and Palauan. She brings a profound perspective on the impact of educators on students. Reflecting on her journey, she shares, "My specific focus was thinking about how educators are implicated within the system and how we make students feel. How are we tracking our work and how we're making students feel cared for?" Peter's transformative path has taken her from a quest for validation to a profound connection with her heritage and community, shaping her commitment to educational justice.

She delves deep into the role of educators in shaping student experiences, particularly through the lenses of justice and vulnerability. Her research sheds light on the imperative for educational systems to prioritize the emotional and cultural well-being of students, ensuring they feel valued and supported. She emphasizes that as educators, their responsibility goes beyond academics. They aim to cultivate environments where students feel acknowledged, listened to, and respected for their individual identities and experiences.

Despite the geographical disconnect between her current location and the communities she aspires to serve, Peter remains dedicated to advocating for Pacific Islander students and addressing disparities in education. She acknowledges the challenges of finding alignment between personal aspirations and practical actions, yet her commitment to equity and inclusion drives her forward. Her journey serves as a testament to the resilience and determination of Pacific Islander scholars, advocating for the rights and well-being of marginalized communities within educational spaces."  

Dr. Jeremy Rouse’s journey reflects a fusion of ancestral wisdom and academic pursuit, weaving a narrative of resilience and focus on community upliftment. Rooted in his dual heritage as an Ihanktonwan Dakota and of Swedish descent, Rouse emerges as a testament to the intertwining of personal identity and academic rigor. Growing up in Spokane, Washington, Rouse found himself at the intersection of diverse cultural influences, a tapestry he carries into his academic and professional endeavors. "My motivation in pursuing graduate education has really come from my experience working with young Native people [...] I wanted to be able to better articulate the needs and experiences of students," he shared, emphasizing a drive to amplify the voices of indigenous youth.  

Yet, his journey was not without its challenges. Reflecting on his initial reluctance towards higher education, Rouse acknowledged a journey of self-discovery and reclamation of identity. "I'm someone who hadn't wanted to go to college [...] Once I came back, I had a much better sense of why I wanted to be there, which had to do with wanting to make a better life for my kids," he says, highlighting a shift towards embracing education as a tool for empowerment. Embedded within Rouse's academic pursuits is a respect for Indigenous ways of knowing. "There is a tendency in Western education [...] to misuse Indigenous knowledge and culture," he cautioned, underscoring the importance of safeguarding ancestral teachings. Through initiatives like the Red Bird Camp Collective, Rouse endeavors to create alternative spaces for learning, grounded in community-centric practices.  

As he navigates the path ahead, Rouse remains guided by a singular North Star: the preservation of tribal identity for future generations. "My North Star really comes down to the question of how, as an Ihanktonwan person, do I ensure that my children [...] continue to understand themselves," he mused, embodying a commitment to ancestral legacy and collective solidarity. 

Dr. Marcello Sgambelluri embodies the transformative potential of education, rooted in his Chamorro heritage and diverse professional experiences. Returning to his hometown of Yakima, WA, he envisions educational systems that empower students and communities. His research focuses on forging connections between systems and students, ensuring that students play an active role in shaping the structures that affect them daily. As he states, "I have worked on building programs that not only give students a seat at the table but empower them to change the parameters of that table and the system at large with them squarely in the driver’s seat."  

Inspired by his parents' belief in education and his own Chamorro cultural heritage, Sgambelluri infuses his teaching with principles of community, connection, and respect for elders. Drawing from his upbringing and experiences, he prioritizes human connection and community building in his educational approach, recognizing the transformative power of personal relationships. Through intentional efforts to connect with students on a human level, he has witnessed shifts in student engagement and success.  

Sgambelluri's journey highlights the importance of storytelling in education and the need to ensure that educational narratives resonate with and empower students and communities. As he navigates the complexities of education, he remains committed to prioritizing humanity and community building, viewing them as essential for meaningful educational outcomes and societal progress. 

Dr. Alayna Eagle Shield, enrolled citizen of the Standing Rock Nation, emphasizes the importance of kinship and storytelling in her work. "Using cradle boards or other Indigenous technologies and ceremonies as a site for building and developing kinship and storytelling, and uplifting the teachings that have always been there," she explains. Alayna's journey is deeply intertwined with her community's fight for liberation, particularly highlighted by the Dakota Access Pipeline protests.

Eagle Shield's experiences underscore the power of Indigenous teachings and community connections. Throughout her academic journey, she has encountered a broader Indigenous community eager for knowledge and connection, driven by historical displacement and relocation. Navigating between urban and reservation communities has provided her with valuable insights into the challenges and opportunities for cultural preservation and renewal. Engaged in initiatives such as the Native Family Learning Lodge and the Ancestral Sisterhood, Eagle Shield highlights her dedication to cultivating environments where Indigenous teachings and practices can flourish.  

Acknowledging the lasting impact of colonization and assimilation on her understanding of her heritage and traditional practices, Eagle Shield has embarked on a journey of reclaiming and sharing Indigenous ceremonies and teachings. By challenging restrictive narratives and protocols imposed by historical trauma, her work embodies a commitment to honoring ancestral wisdom while adapting it to contemporary Indigenous needs. In doing so, she fosters strength and cultural revitalization within Indigenous communities, navigating ongoing challenges with determination and vision.  

A journey worth the work  

This cohort is not one that imagines the road ahead is easy. One can see the cost in their labor and passion. But what they have always known, and reminds us all, is that they are a whole people. They have a history, a way of knowing, a language, a vision and a way of loving. They’ve been able to say, I am somebody who loves the person before me and generations after me, so I am willing to do this alongside them and most importantly, for them.

In this sense, they have already reshaped the way knowledge is shared between universities and Indigenous and Native communities. By blending the wisdom and strength of their cultural heritage into the University of Washington's environment, they enrich our shared space, offering valuable insights and inspiring us with their dedication to justice and inclusivity. As they move forward, they are not just graduates — they are visionary leaders making a lasting impact on the world.