ABSTRACT
Indigenous institutions of higher education began to appear in tribal communities across the globe in the 1970s. They have developed pedagogy, curriculum, and research based on their traditional cultural ways of life. Yet, like conventional institutions, these indigenous colleges and universities must still meet accreditation requirements that include academic standards, financial stability, class and course structure, a strategic plan, adequate and appropriate staff and administration, and a governing board. Nevertheless, indigenous institutions have transformed the conventional model to address their cultural and historical contexts. For indigenous people worldwide, higher education is a tool both to meet the needs of their communities in the 21st century, and to preserve and protect their cultures. Because these institutions are models for institutional transformation, it is critical for conventional higher education institutions to take note of this transnational movement. Transformational models for higher education institutions, where the primary driver is addressing inequalities, are relatively limited in the United States.
