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Based on Indigenous education research in Canada, the U.S., and Peru, small Indigenous school founders and educators reveal visions and tensions emerging through commitment to community‐based Indigenous schooling. Major themes encompass connections to histories, relationships with the environment, and navigation of local and state pressures. Anchoring each school are efforts to protect Indigenous lands and cultural practices, and the article asserts that small Indigenous schools are vital representations of resurgence in and beyond Indigenous communities.

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In this article, we propose to approach Indigenous education beyond the formal/ non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.