EXPLORING THE CHALLENGES FACED BY AN INDIGENOUS WOMAN, WHILE STRUGGLING TO SELF-IDENTIFY – AN AUTOETHNOGRAPHY

This autoethnography examines the connection between Indigenous educational leaders and Non-Indigenous educational leaders through my lens and experiences as a young Indigenous girl growing into a woman who battles with self-identity and structure of a school system that is quickly declining. Born on Treaty 6 Territory, which is now apart of what is known as Canada, a Cree woman from, the Mistawasis Nehiyawak Nation will describe the journey of an upbringing on an Indian reservation. Discouraged to practice the language and culture my reserve identified with, would later have a predominate affect on the life and career as an adult. I will utilize the existing literature from (Johnstone, 2021) that delves into a brief history of the failure of schools in Indigenous communities, and how it connects to reconciliation today, with clear interference affects from outside assistance. This autoethnography represents a highly personalized account of the difficulties, interpretations, and reflections of a woman’s battle to ensure strong Indigenous representation within high level educational positions. Using myself as the subject and the research in the context of struggles from growing up on a reservation and the conflict between colonization and indigenous identity are the impetus for this self-study. Utilizing the self paper from EADM 864, (Johnstone, 2022), that states the journey for indigenous people towards self-determination for indigenous education in Canada remains a primary challenge for the policymakers, Indigenous organizations, and the government. The purpose is to explore the affects and barriers within the professional experiences or opportunities an Indigenous woman faces today, while attempting to advance in the education leadership sector. An expedition that is characterized by an awakening, indigenizing, reclaiming, belonging and rediscovery of self. The autoethnography will allow the world to witness the trials and tribulations of growing up Indigenous, the mentors who shaped my future, and the constant barriers a woman faces while attempting to break into in a work world predominantly male dominated, even to this day. This examination illustrates experiences of leadership and their perspectives regarding how leadership skills or abilities are defined and measured in the context of Indigenous school organizations. Leaders in the school systems are judged on their actions and every aspect of their life beyond their role. The Cree woman leader reveals insights into the role of leaders, followers, context, and culture, after surviving an era of self-determination and understanding.

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