There is no future without Native and Black faculty in higher education


  • Amanda Tachine Arizona State University
  • Meseret Hailu Arizona State University


Palabras clave:

decolonización, indígenas, negros, profesorado, educación superior


Using a letter-based methodology, we assert that higher education in the United States needs faculty members from Native and Black communities in order to be viable for presence and futures. We recognize that decolonization in higher education requires epistemological shifts that must be achieved by the people. Without people well-attuned to these epistemologies, such as critical Native and Black professors, this decolonization cannot happen. We also draw from extant literature and data from the National Center for Education Statistics to show how demographic disparities among faculty have been persistent over the past four decades. Throughout, we create a dialogue between decolonial and postcolonial literature. In doing so, we draw connections between these theories and education policies, practices, and pedagogies that advance more equitable and sustainable relationships in the relational flow of life where everyone and everything –both human and non-human–are deeply interconnected.


Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Amanda Tachine, Arizona State University

Dr. Amanda R. Tachine is Navajo from Ganado, Arizona. She is Náneesht’ézhí Táchii’nii (Zuni Red Running into Water) born for Tł’ízí łání (Many Goats). She is an Assistant Professor in Educational Leadership & Innovation at Arizona State University. Amanda’s research explores the relationship between systemic and structural histories of settler colonialism and the ongoing erasure of Indigenous presence and belonging in college settings using qualitative Indigenous methodologies.

Meseret Hailu , Arizona State University

Dr. Meseret F. Hailu is an assistant professor of higher and postsecondary education at the Mary Lou Fulton Teachers College, Arizona State University. Her research focuses on how institutions of higher education retain minoritized women in STEM pathways. Dr. Hailu is exploring two lines of research concerning the experiences of undergraduate Black women in different geographic settings: East Africa and the United States. Her primary research agenda investigates how articulations of identity shape educational retention and reflect institutional culture.


Andreotti, V. (2011). Actionable postcolonial theory in education. Springer.

Bressler, C. E. (1999). An introduction to theory and practice. Prentice-Hall, Inc.

British Council. (n.d.) Commonwealth Scholarships.

Chang, W.B. (2019, July 26). Hawai‘i law professor provides insight on Mauna Kea to

University of Hawai‘i Board of Regents. Indian Country Today.

Grosfoguel, R. (2013). The structure of knowledge in westernised universities: Epistemic

racism/sexism and the four genocides/epistemicides. Human Architecture: Journal of the Sociology of Self-Knowledge, 1, 73-90.

Hailu, M. F., Molla, T., & Johnson, A. T. (2022). Researching experiences of African refugee

youth in high-income countries: Reflections on conceptual challenges and possibilities. International Journal of Intercultural Relations, 90, 168-176.

Hailu, M F. & Tachine, A. R. (2021). Black and Indigenous theoretical considerations for higher

education sustainability. Journal of Comparative and International Higher Education, 13(3), 20-42.

Harper, S.R. (2012). Race without racism: How higher education researchers minimize racist

institutional norms. Review of Higher Education, 36, 9-29.

Howard University. (n.d.). Languages Offered at Howard.

Keene, A. (2020). # NoDAPL as pedagogy: Bringing the movement into the university

classroom. In Education in Movement Spaces (pp. 99-110). Routledge.

la paperson. (2017). A third university is possible. University of Minnesota Press.

Lyons, S. R. (2000). Rhetorical sovereignty: What do American Indians want from writing?

College Composition and Communication, 51(3), 447-468.

Maynard, R., & Simpson, L. B. (2022). Rehearsals for Living. Haymarket Books.

Metcalfe, A. S., & Blanco, G. L. (2021). “Love is calling”: Academic friendship and

international research collaboration amid a global pandemic. Emotion, Space and Society, 38, 100763.

National Center for Education Statistics. (2022). Characteristics of postsecondary faculty.

Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved May 31, 2022, from

Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples. Zed Books


Smith, S. (2021, October 29). Europe hands back looted African artifacts as it reckons with

colonial legacy. NBC News.

Tachine, A. R. (2018). Story rug: Weaving stories into research. In Reclaiming indigenous

research in higher education (pp. 64-75). Rutgers University Press.

Tachine, A.R. (2019, August 02). Stifling the seedling’s growth. Inside Higher Ed.

Tachine, A. R. (2022). Native presence and sovereignty in college: Sustaining Indigenous

weapons to defeat systemic monsters. Teachers College Press.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity,

Education & Society, 1(1), 1-40.

Wa Thiong'o, N. (1992). Decolonising the mind: The politics of language in African literature.

East African Publishers.

Wright-Mair, R., & Castillo-Montoya, M. (2022). Sisterhood Birthed through Colonialism:

Using Love Letters to Connect, Heal, and Transform. Meridians, 21(1), 265-292.




Cómo citar

Tachine, A., & Hailu , M. . (2023). There is no future without Native and Black faculty in higher education . Revista Española De Educación Comparada, (43), 88–101.



MONOGRÁFICO: Postcolonialismo y educación