Abstract

Tribal Colleges and Universities (TCUs) have a unique position in the landscape of higher education vis-à-vis trauma-informed pedagogy insofar as nearly all of their students identify with a cultural group that has experienced genocide, that continues to experience discrimination and poverty, and whose families are inevitably affected by serious psychological problems that plausibly might be considered as responses to trauma. In this paper, we principally concern ourselves with the healing role that TCUs are playing in the quest to repair the historical damage that has been done and also that continues to be done. Accordingly, we detail the important work they do. But, in doing so, we also closely examine the Indigenous historical trauma theoretical framework, which figures prominently in the thinking of many TCU staff, and suggest that a resiliency focus can helpfully assist with resolving a number of theoretical difficulties. We then move to assess the practical dimensions of healing and resilience in the Tribal College as staff members tackle the myriad challenges facing not only their students, but Tribal Nations more generally in the 21st century and beyond.