"Bearing Witness, Building Belonging: The Transformative Power of Land Acknowledgment in Schools"

My Journey: Enrolling in Alaska’s Native Schools

As a non-Native teacher and school leader, I was in the Alaska school system for more than a decade, teaching in rural schools across the state, where most of my students, colleagues, and community members were Alaska Native. I arrived with a desire to serve and quickly discovered that my own upbringing and education hadn’t prepared me for the deep well of Indigenous culture and community priorities I encountered. I saw firsthand how school leadership decisions, particularly those that did not recognize Native sovereignty, could greatly affect the health and success of Native students and their families.

When Sovereignty Is Disregarded: What I Saw

I learned early on that well-meaning policies and practices, when created without real consent or respect for tribal authority, resulted in feelings of exclusion and distrust. There were textbooks devoid of Native history or values, courses of study that failed to take into account the wisdom of local elders or tribal leaders, and important decisions about what kids were taught were made when parents weren’t looking. School events would occur without acknowledging the land’s original stewards, and decisions about language instruction or cultural activities were often made by outsiders rather than taking into account the community’s expertise and desires

Students felt alienated from their heritage. Families and elders disengaged from school activities, and community trust deteriorated, a reality that complicates the relationships so desperately needed to ensure student success.

I observed how a lack of substantive recognition for the land and for sovereignty both led Native students to feel invisible and marginalized. It wasn’t just what the words said; it was whether those on the campus wanted school to really “see” and see, to respect and value people.

The Bigger Picture: Why Land Acknowledgements Are Important

Studies and recent news from Alaska reflect what I saw. When they’re done thoughtfully, land acknowledgements aren’t just symbolic gestures; they represent a first step toward recognizing Indigenous sovereignty, building relationships, and beginning a decolonization process.

 “Land acknowledgements are supposed to be an introduction to a relationship and process of decolonization where we acknowledge the impact and historical violence of colonization on Indigenous peoples,“ Linda Tuhiwai Smith, a prominent scholar in Indigenous studies, writes.

But the damage is very real when these acknowledgments are not made, or are replaced with vague statements that erase Indigenous presence and authority. The case of the Mat-Su Borough School District, where land acknowledgement plaques were removed without consulting tribes, is a clear case in point. Tribal and education leaders said the absence of land acknowledgment plaques in schools and at district events slowed cultural affirmation for Native students, weakening ties with the community. The Mat-Su Borough School District (MSBSD) is no longer displaying Indigenous land acknowledgment plaques in district schools or reading a statement of acknowledgement before official districtwide events.  The act of ignoring also sent a message: Native voices and histories could be tucked away in the margins in the service of “unity” or to avoid discomfort.

Walking the Line: Tokenism vs. Authentic Practice

Some critics are concerned that land acknowledgements may veer toward the performative or even divisive. I’ve heard these in Alaska as well, where some non-Native colleagues were worried that acknowledging Native land or sovereignty would “reopen old wounds” or make people feel guilty. But Indigenous scholars and community leaders have made it clear: Discomfort is part of the process of truth-telling and reconciliation. Acknowledgments like these, as Smith observes, require “true humility and respect,” but they must be followed by action.

“Land acknowledgements can be a jumping-off point for honest conversations about how non-Indigenous people can support Indigenous sovereignty, but not if they’re lies and don’t hold anyone accountable.”

The gap between tokenism and meaningful practice lies in relationships and actions. The most meaningful acknowledgements I observed grew out of relationships with local tribes, spoke to the land and its people, and were connected to actions. 

The Price of Not Recognizing Sovereignty

The effects of this failure to recognize Native sovereignty in students’ education are tremendous. "The lack of acknowledgement of an Indigenous Peoples' land, and they're the host people here," said Charlene Teters. "People don't realize that when our schools are not reflective or honoring Indigenous leadership and authority in schools, there is cultural and social isolation for kids, a decrease in academic achievement. even psychological harm." Trust among communities is damaged, and the opportunity for reconciliation and cooperation passes. Conversely, when schools practice recognizing Native sovereignty, recognizing land, centering Indigenous knowledge, and sharing decision-making, students flourish, families become committed resources for their implementation, and communities find healing. 

Twelve years in Alaska’s Native schools taught me that paying lip service to sovereignty is not simply a matter of saying the right words. It’s about relationships and sharing power, centering Indigenous ways of knowing in every aspect of a school. It’s about being willing to feel uncomfortable, to listen, and to engage.

For non-Native educators and leaders, the issue is not performative expression but making genuine pledges to work together moving forward. That may involve consulting with local tribes, offering specific and actionable acknowledgments, and ensuring that every student exits their school building not only with their culture, language, and identity intact but also celebrated.

Refusing to acknowledge Native sovereignty in Alaska’s schools is making our children disconnected, distrusting, and hurt. Intentional land acknowledgements  created in collaboration with Indigenous communities and combined with action  are a step toward healing, inclusion, and student success.”

References:

Lambert, M. C., Sobo, E. J., & Lambert, V. L. (2022). Rethinking land acknowledgments. Anthropology News, May/June, 3–6. 

https://www.anthropology-news.org/articles/rethinking-land-acknowledgments

Mat-Su Borough School District. (2025, October 17). The Mat-Su Borough School District (MSBSD) is no longer displaying Indigenous land acknowledgment plaques in district schools, nor reading a statement of acknowledgement before official district events. [PDF]. (https://www.matsusentinel.com/mat-su-school-district-removes-indigenous-land-acknowledgment-signs-halts-land-statements-at-events/)

Robinson, D., Hill, K. J. C., Ruffo, A. G., Couture, S., & Cooke Ravensbergen, L. (2019). Rethinking the practice and performance of Indigenous land acknowledgement. Canadian Theatre Review, 177, 20–30. https://doi.org/10.3138/ctr.177.004

Smith, L. T. (2023). The significance of land acknowledgements as a commentary on Indigenous pedagogies. Occasional Paper Series, (49). https://doi.org/10.58295/2375-3668.1483