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Abstract
This article examines the broader historical context of American colonial Indian education policy, the challenges American Indian students face with successful performance in higher education today, the legacy of active resistance to culturally destructive educational policy, and the critical role of tribal colleges in preserving traditional prerogatives and values, while providing access to higher education for American Indian students living in the homelands. It examines the Council on Social Work Education's accreditation standard 6.0 and offers practical ways social work educators can collaborate with tribal colleges to further support indigenous social work education in culturally compatible and affirming ways to strengthen bicultural identity and tribal sovereignty.
