Welcome to the CIE Policy Corner, this blog is dedicated to empowering educators by providing timely, high-quality resources that authentically reflect and support Indigenous communities. Through the elevation of rigorous research, in-depth policy analysis, and strategic field-building content, we aim to strengthen educator workforce policies and practices nationwide.
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Ed Policy Blog
Honoring Heritage: The Legal and Cultural Rights of Wearing Regalia
The Center for Indian Education (CIE) and the American Indian Policy Institute (AIPI) extend their heartfelt congratulations to Indigenous students nearing the end of the Fall semester. As commencement ceremonies approach, we celebrate the academic achievements of all graduates and reaffirm the legal right of Indigenous students to wear tribal regalia during these milestone events.
For American Indian students, graduation signifies more than academic achievement; it is a profound cultural and political act. These ceremonies honor resilience and dedication while affirming cultural identity, heritage, and sovereignty. Rooted in traditional practices, graduation also acknowledges the foresight of ancestors who negotiated treaty rights to education—such as the Navajo Treaty of 1868—establishing foundational pillars of Indigenous sovereignty and self-determination.
As a first-generation graduate, the memory of adorning my tribal regalia remains etched in my heart, I can recall the very moment where tradition and triumph intertwined:
“With my left hand, I held the soft buckskin strap of my moccasin as my mother wrapped the tan hide around my leg. Her fingers danced with precision, aligning the leather perfectly up my calf, stopping just before my knee. She smiled, twirling the hide gently, and said, “When my grandma made these, she thought of her grandchildren and how these moccasins would be handed down for many generations. I’m proud you’ll walk across the stage in them.”
A tear slipped down my cheek, brushed away by my free hand, just as my father asked me to hold the strands of yarn for my traditional tsiiyééł (hair bun). He gathered my hair with care, rolling it into an intricate knot. Starting from the bottom, he looped and rolled, securing the bun with the yarn I held. "Your bun is big," he said, "full of the knowledge you’ve gained on this journey."
In that moment, I stood wrapped in tradition. A handwoven belt passed through generations, hand-carded buckskin moccasins gifted from my great-grandmother to my mother, and a bun carrying the teachings of countless ancestors. Their touch, their labor, their wisdom enveloped me—inside and out.”
As an Indigenous student, walking across the commencement stage in regalia passed down through generations was a remarkable moment. Together, we crossed the threshold – the diploma was a testament to resilience and perseverance, not just mine but my ancestors. This is what traditional regalia offers students across the nation. Each stitch, each step, each strand of tribal regalia is a reminder: we are one, carrying the strength of generations forward.
In addition to cultural significance, tribal regalia worn at commencement ceremonies, such as eagle feathers, medallions, or woven sashes, fosters a sense of belonging and cultural affirmation for Indigenous students which positively influences success. Research shows that academic environments supporting cultural practices enhance students’ sense of belonging which significantly improve academic outcomes (Philpot, 2024). Moreover, institutions that recognize and honor the use of tribal regalia at graduation ceremonies strengthen cultural identity and family support—two critical factors contributing to the persistence and academic success of Native American students in higher education (Guillory & Wolverton, 2008).
Continually, academic institutions that support tribal regalia at graduation honor the political status of American Indian students and affirm tribal sovereignty and customs. In Arizona, ARS § 15-348 safeguards this right, explicitly prohibiting public schools, charter schools, and school districts from restricting the use of traditional tribal regalia or culturally significant items during graduation. This law upholds the political status of Indigenous identity and fosters environments for students to share their culture and traditions - policies such as this one enhance academic achievement and overall performance by creating a sense of belonging and inclusion.
Institutions play a critical role in supporting cultural expression through policies that protect these rights, fostering spaces where students feel valued and empowered. Unfortunately, not all Indigenous students across the United States are granted the right to wear tribal regalia at graduation ceremonies. To explore the legal implications of tribal regalia, its cultural significance, and additional information on Indigenous students' rights, visit the ACLU’s Know Your Rights: Tribal Regalia page. This resource provides detailed guidance on the legal protections surrounding tribal regalia at public events, offers insights into its importance for cultural and personal identity, and outlines steps for individuals and communities to ensure these rights are upheld.
In honoring the cultural and legal rights of Indigenous students to wear tribal regalia at commencement, we recognize the profound intersection of tradition, identity, and achievement. As Indigenous graduates celebrate their academic success, it is imperative to advocate for their right to honor their heritage, ensuring that each step they take across the stage embodies the strength, pride, and legacy of their ancestors. In our respective roles, we must actively contribute to a network of support that upholds tribal sovereignty and reinforces the enduring legacy of Indigenous communities through the development and enforcement of policies that protect these rights.
November 22, 2024
Ed Policy Blog 
President Biden Delivers Historic Apology at Gila River Indian Community for Losses at American Indian Boarding Schools: A Step Forward, but More Action NeededGILA RIVER INDIAN COMMUNITY, AZ – In an unprecedented and long-awaited gesture, President Joe Biden visited the Gila River Indian Community (GRIC) to issue a formal apology for the treatment and losses experienced by Indigenous children, their families, and their communities through American Indian boarding schools. During the visit, the President acknowledged the profound loss of life, culture, community, and sovereignty experienced by Native people, families, and nations through forced removal, coerced enrollment in Indian boarding schools, and assimilation programs established across the United States during the 19th and 20th centuries. Among the invited attendees at the event at GRIC were faculty and staff from the Center of Indian Education (CIE) at Arizona State University. “Today, we honor the children who never returned home and acknowledge the deep scars left on the communities they came from,” said CIE Communications Program Coordinator and Indigenous mother Taylor Notah (Diné). “These children were robbed of their families, their culture, and, ultimately, their lives. How many scientists, doctors, educators, community leaders, and artists have we lost?” The significance of the President’s words was felt across the community, as GRIC leaders and citizens received this rare national acknowledgment. However, tribal leaders and community members continue to stress that while this apology marks an important milestone, it is only the beginning of a broader journey toward healing and justice. The generational trauma stemming from boarding school policies—policies that sought to erase Indigenous cultures, entire communities, and cultural identities—remains painfully alive. We need to reverse the damage caused by Colonel Richard H. Pratt, founder of Carlisle Indian Industrial Boarding School, who famously quipped, “Kill the Indian in him, and save the man.” According to the National Native American Boarding School Healing Coalition (NABS), U.S. education policy led to the establishment of more than 523 government-funded Indian boarding schools and/or religious-based education institutions. “The President’s apology is a welcome step, but the pain is real and ongoing,” stated Angela Gonzales, Director of American Indian Studies (AIS) and interim Director of the Center for Indian Education. “Our families and communities have endured this trauma across generations, and it continues to impact us. Healing and restitution require resources and support for Indigenous health, education, language and cultural revitalization, and community restoration.” Indigenous leaders stressed that the trauma reawakened by this public recognition extends far beyond individual memories, affecting families and communities who continue to feel the effects of historical eradication and systemic discrimination. Indigenous families continue to grapple with and bear the traumatic, intergenerational losses resulting from U.S. education policy. That trauma is now woven into the very fabric of current cultural and economic realities. CIE joins tribal leaders who urge the implementation of robust health support, investment in language and cultural revitalization programs, active partnerships with Indigenous knowledge bearers and healers, Indigenous-centered, culturally-relevant education, and clear steps toward protecting the sovereignty and self-determination of Indigenous nations. According to Dr. Judy Kertész, Associate Teaching Professor at CIE and of American Indian Studies (AIS), “A meaningful apology also requires action in the form of purposeful accountability and the commitment to address past as well as ongoing injustices.” To move forward, Native nations call on the federal government to prioritize policies and resources that support and empower communities to heal. “We need commitments to action,” said Dr. Jessica Solyom, Associate Director of ASU’s Center for Indian Indian Education. “Federal support for Indigenous-centered, Indigenous-led culturally-relevant education and cultural programs, and critical health initiatives will help bring Indigenous children and communities the futures that they deserve.” “Many have lost too much to ever be restored fully, but together, we can work to rebuild by taking clear steps toward protecting the sovereignty and self-determination of Indigenous nations,” said Brooke Curleyhair, Education Policy Analyst in CIE/AIPI at ASU. “While federal initiatives are critical to addressing historic wrongs, the importance of working toward Indigenous empowerment on the federal and state level is key.” As this historic visit concludes, it serves as a reminder of the enduring strength and vitality of Indigenous communities and the federal government's ongoing responsibilities to address past harms and prevent future injustices. In moving toward a future led by Indigenous education justice, we commend the President’s acknowledgment that restoring justice in education for Indigenous youth must be guided by Indigenous-led initiatives. We urge tribal leaders and communities to partner with Indigenous-serving programs like ASU’s Center for Indian Education, Indigenous Health Research Equity Initiative (led by Drs. Nate Wade and Dr. Angela Gonzales), American Indian Studies (AIS) department, and the online Master of Indigenous Education program. AIS programs, for instance, address the impacts of federal boarding schools by grounding education in truth, acknowledgment, and culturally centered practices, promoting intergenerational healing, policy influence, and leadership development. The Master of Indigenous Education program, taught by Indigenous faculty, further prepares educators to counteract assimilationist legacies, advance language and cultural revitalization, and transform educational spaces into supportive environments that celebrate Indigenous identities. By partnering with these programs, tribal leaders can access resources, research, and culturally responsive expertise to foster resilience and restoration, shaping educational pathways that uplift and empower future generations to reclaim and celebrate their heritage. October 25, 2024 Ed Policy Blog Coming Soon: DOI Federal Indian Boarding School BriefDecember 2024 Ed Policy Blog FAQ Guide: How to Read and Evaluate Education PolicyUnderstanding and navigating education policy is essential for all who engage in the educational sector, as these policies shape the experiences of students, educators, and communities by defining the standards and expectations of educational systems. This FAQ guide provides a pathway to critically reading and evaluating education policy, highlighting the importance of centering Indigenous knowledge and voices in policy discussions. It also addresses common challenges and identifies the diverse stakeholders who benefit from this work. We invite you to explore the guide’s tools and resources to begin your journey toward fostering more inclusive, equitable, and culturally responsive education policies. October 25, 2024 Click Here to Read |
Ed Policy Explainer The Journey of American Indian Education: A Five-Year ReviewThe AIPI-CIE Five-Year Review highlights the collaborative efforts of the American Indian Policy Institute (AIPI) and the Center for Indian Education (CIE) at Arizona State University (ASU) in unpacking Indian education law, policies and executive orders from 2019 to 2024. It provides a comprehensive analysis of legislative developments, key educational initiatives, and policy shifts that impact American Indian and Alaska Native communities. The document underscores the historical context of federal-tribal relations, the federal trust responsibility, and key policies aimed at promoting educational equity, cultural preservation, and self-determination. By evaluating K-12 education reforms, higher education policies, and language preservation efforts, the review showcases both progress and ongoing challenges in achieving educational equity for Native American students. Through its work, AIPI and CIE continue to strengthen the capacity of Indigenous education systems, supporting Tribal sovereignty and fostering future opportunities for Native learners. September 20, 2024 Click Here to Read |
Ed Policy Blog At the Intersection of Law & Policy in Indian EducationIn the governance and regulation of society, law and policy play distinct yet essential roles. While both maintain order and guide behavior, they function differently and serve unique purposes. This document provides an overview of law and policy as they relate to education. Specifically, in the context of Indian Education, this document aims to help educators understand the relationship between education law and policy to support the success of Native American students. August 22, 2024 Click Here to Read |
About the Writer
The CIE Policy Corner Blog is penned by Brooke Curleyhair (Diné).
As a citizen of the Navajo Nation, Brooke is of the Giant People clan, born for the Folded Arm People clan. Her maternal grandfather is of the Red House People clan and her paternal grandfather is of the Black Sheep clan.
Brooke is a first-year doctoral student in the Department of Education Leadership at Northern Arizona University and works at Arizona State University as an Indigenous Education Research Analyst. This is a joint appointment between the American Indian Policy Institute at the Law School and the Center for Indian Education in the Department of American Indian Studies. It is through this collaboration that Brooke is able to feed her passion of enhancing educational opportunities through researching and analyzing academic policy to ensure success for Indigenous students through graduation and into careers.