This article examines the role of Indigenous knowledges in higher education through an exploration of internationalization at U.S. Tribal Colleges and Universities (TCUs). We affirm that examining internationalization efforts with historically marginalized and underserved populations provides an opportunity for interrogating inequitable power dynamics in knowledge construction, production, and transference vis-à-vis education and within a Western hegemonic model of modernity. Our discussion is anchored in decoloniality and Indigenous sustainable self-determination, which highlight educational initiatives that bolster Indigenous identities while addressing social, political, and environmental complications created by coloniality. Drawing from a five-year mixed-methods case study with TCUs, we offer Indigenous perspectives on place-based higher educational initiatives in relation to local and global concerns, specifically human and ecological sustainability. We propose a critical lens in Indigenous internationalization wherein Indigenous worldviews are vital responses to dominant notions of internationalization and historical limitations of education for Indigenous peoples.

This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only) --------------------------------------------------------------------------------------------------------------------Este artículo intenta expandir nuestras definiciones de educación en el contexto de un mundo globalizado. De esta manera, el artículo presenta una crítica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposición es el resultado de procesos históricos basados en la marginalización de poblaciones Indígenas con el propósito de enriquecer materialmente a las sociedades occidentales. La discusión finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participación Indígena en el diseño de la educación, y que destacan la contribución de los movimientos políticos y culturales al desafío de los discursos esencializados sobre los pueblos Indígenas y sus relaciones con el desarrollo de educación. (Este artículo se ofrece solamente en inglés.)