Having drawn some brief historical lines for our research, we suggest that significant differences exist between American Indian and western approaches to, and perspectives on, leadership, and we illustrate some of these differences drawing particularly upon Indian educational leadership. American Indian leadership was often interpreted by non-indigenous observers as an inability to lead rather than a different ability to lead. Western models are often rooted in positional approaches, despite their assertions to the contrary, whereas Indian models are more concerned with persuasive techniques, and while western approaches are almost always individual in form, American Indian models are more concerned with how different forms of leadership in different circumstances can serve the community rather than enhance the reward and reputation of their individual embodiment. We illustrate this with a model of American Indian leadership that exposes the differences by concentrating upon the methods through which persuasion works, especially the different deployment of the written or spoken word.

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Inequities in educational opportunities, resources, research, and meaningful discussion are widespread for American Indian and Alaska Native students in the overarching context of American education. From a policy perspective, many might question the relative non-existence of this population outside a few select education circles. We seek to determine and describe the baseline influential studies, organizations, information sources, and people for American Indian/Alaska Native education policy through the lens of indigenous education experts in the field. Methods include web-based surveys and citation index. The dearth of literature in this field is evidence enough that more can be done to meet the needs of this diverse and unique set of students. The study seeks to move American Indian/Alaska Native issues into the general education policy conversation and to serve as a catalyst for critical conversations about the education of American Indian and Alaskan Native students. By understanding the origins of education policy affecting American Indian/Alaskan Natives, this study advances critical scholarship and practice providing insight into the people themselves; what they value, who they trust, and what is most influential and important to them in terms of the future of their children.

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