Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West

This article explores the power of Indigenous teacher mentorship as essential to address “the change in point view” long called for education. Drawing from a longitudinal, ethnographic study an education program predominantly rural, high need region, we examine basic questions: What do master teachers uniquely bring education? In what ways support development socially, culturally, linguistically, and place-responsive teachers? Using theoretical frameworks Tribal Critical Race Theory (TribalCrit) situated learning, our findings elucidate importance re-membering re-claiming epistemologies, ontologies, axiologies relational intergenerational learning—practices that interrupt coloniality school leadership. Discussion centers relationships between people place teaching learning asks educators leaders conceptualize long-term project tribal nation building community wellbeing.