| Summary: | This dissertation explores transformational Indigenous leadership pedagogies in higher education through a study at the University of Victoria. Four students, six Indigenous faculty, and four elders were interviewed to explore traditional concepts of Indigenous leadership and how they are being applied today within post-secondary education. Key challenges to maintaining an Indigenous way of knowing while being in the academy, and the ways in which students, faculty and elders are dealing with those tensions are explored. What emerged from the interviews was the importance of living cultural and traditional teachings, a commitment to building and maintaining relationships and the responsibility to self -determination of Indigenous people, communities and Nations. This research is grounded in Indigenous theory through Tlingit philosophies, the Medicine Wheel and my Canoe Journey.
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