Abstract
Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning-practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing. [...]findings call attention to the need for educators, administrators, and researchers to approach Indigenous teacher education as more than professionalization concerned with the conventions of schooling, but as foundational to Indigenous wellbeing and tribal nation building (Brayboy, Fann, Castagno, & Solyom, 2012). Indigenous educators who are grounded in community epistemologies, have become certified teachers, and are committed to building strategic alliances between school and community, are uniquely positioned to lead institutional practices which focus on the long-term goals of "strong communities, strong Nations, strong community members, and strong citizens" (Brayboy et al., 2014, p. 577).