In this article, Bryan McKinley Jones Brayboy and Elizabeth Sumida Huaman offer an overview of how the Pueblo Doctoral Cohort evolved. We have been asked how we built the program, how it emerged and evolved, and what is our work. This article seeks to answer these questions. Rooting our story in nation building (as capacity building and strengthening), we argue that this doctoral program was guided by rigor and revision; the students were enrolled in rigorous doctoral studies, and Arizona State University was—as a result of the program—forced to rethink how we engage in doctoral studies and programming. We close by arguing that the program is rooted in Indigenous justice, and in the hope of Indigenous peoples continuing to move toward establishing their own futures.
The Journal of American Indian Education (JAIE) is a refereed journal publishing original scholarship directly related to the education of American Indians, Alaska Natives, Native Hawaiians, and Indigenous peoples worldwide, including Inuit, Métis, and First Nations of Canada, Māori, Aboriginal/Torres Strait Islander peoples, Indigenous peoples of Latin America, Africa, and others. JAIE strives to improve Indigenous education through empirical research, knowledge generation, and transmission to researchers, communities, classrooms, and diverse educational settings.
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