Tlʼë chin Trʼë jè l : coming together to explore our Trʼondë k Hwë chʼin epistemology of leadership

Abstract

The Trʼondëk Hwëchʼin people have a rich history connected to land and people, at the confluence of the Klondike and Yukon Rivers. This study explored our Trʼondëk Hwëchʼin epistemology of leadership in hopes of applying its findings to transformative change in educational leadership in our community, in the current public school system. The use of a Critical Theory framework and the application of a combination of Participatory Action Research and an Indigenous Research Methodology, allowed me as a Trʼondëk Hwëchʼin citizen to respectfully ask Elders and Knowledge Holders to collaborate with me in this research. Through multigenerational focus groups, we engaged in conversation around leadership, decision making and values that guide us as Trʼondëk Hwëchʼin citizens. Conversations centered around cooperative decision making cradled in caring, respectful relationships among multi-generational members of community. Stories were shared of how knowledge and responsibility are passed down through listening, reciprocity and mentorship and how all of these relationships are deeply tied to place.