School of Indigenous Governance and Development
The proposed School of Indigenous Governance and Development (SIGD) is an interdisciplinary University initiative designed to serve the nation-rebuilding aspirations and professional development needs of Indigenous nation and community leaders and citizens worldwide, as well as the emerging demand by both Indigenous and non-Indigenous learners for mid-career education and advanced academic degrees in Indigenous governance and development.
Distinctive Features & Competencies
The School of Indigenous Governance and Development is growing out of an initial partnership between the Indigenous Peoples Law and Policy Program (IPLP) at the University of Arizonaâs College of Law and the Native Nations Institute (NNI) at the Universityâs Udall Center for Studies in Public Policy. Both organizations are recognized international leaders in field-based research and teaching that address the real world needs of leaders charged with or destined for policy and senior management decision making in Indigenous affairs.
While a smattering of other institutions offer education in the mid-level administration of Indigenous government programs and services, the new SIGD will draw on IPLPâs and NNIâs proven track records, along with the University of Arizonaâs broader array of top flight scholarship and teaching across relevant fields, to address the challenges of governance in the arenas of economic development; law and public policy at the community, nation-state and international levels; political and community leadership; social and cultural strengthening; and intergovernmental relations.
The foundations of the proposed SIGD will be:
RESEARCH-BASED CURRICULUM
A large body of research at institutions including Arizona, Harvard, and others now focuses on “what works” in Indigenous communities as they pursue self-government and development. Such research will form the basis of SIGD’s curriculum, continuously updated as new findings emerge.
INNOVATIVE PROGRAM DESIGN
With credits currently awarded through the College of Law, three initial programs of study are being offered by the IPLP/NNI partnership: a Continuing Education Certificate, a Graduate Certificate, and a Masters in Professional Studies in Indigenous Governance (MPS). In the form of SIGD, students will draw on the IPLP/NNI curriculum, as well as the courses of other mainstream University units, to offer a professional master’s degree with subject matter “tracks” (e.g., governance and development, business, law and policy, etc.), executive certificates, and subject matter “tracks” within the University’s American Indian Studies PhDs. SIGD courses will serve an international population of scholars, pre-professionals and mid-career professionals through combinations of short-form, on-site, and online, and courses.
PEER-TO-PEER LEARNING
The proposed SIGD is designed to maximize peer-to-peer learning opportunities. Experience with the highly successful programs of study currently offered by the IPLP/NNI partnership finds that the opportunity for students from very diverse cultural and policy settings to learn from each other has enormous value.
UNMATCHED, WORLD-CLASS FACULTY
The University’s faculty working to launch SIGD already features the renowned scholars who literally did the research and wrote the books other institutions use to teach Indigenous governance and development. These individuals are respected, high-profile leaders in the field and “draws” for students. Through already-established partnerships with other US and non-US universities, SIGD will draw on additional outstanding faculty through temporary and visiting appointments.
ACTIVE, CUTTING-EDGE RESEARCH
Central to SIGD’s mission is an active program of research on Indigenous self-determination, self-government, and development. SIGD’s research division is designed to continually refresh the School’s curriculum and maintain a direct linkage between teaching and grounded, usable research.
INTERNATIONAL INSTITUTIONAL PARTNERSHIPS
A distinctive feature of the proposed SIGD is a set of collaborative partnerships with selected institutions in others of the CANZUS countries and, potentially, beyond. As these collaborative efforts are expanded, students enrolled in the School will be able to study for credit at partner institutions offering complementary curricula, and exchange opportunities will be a priority.