ABSTRACT
This chapter revolves around three autoethnographies that consider the impact of COVID-19 upon Indigenous schooling and related community resilience initiatives in New Zealand, the United States of America (USA) and Canada. It begins with a description of the autoethnographic methodology that underpinned our work. Next, we present the three autoethnographies. First, the autoethnographic account of Teena Henderson, a Ngāi Tahu (Māori) academic from the University of Canterbury (Christchurch, New Zealand). Teena reflects on her tribe's experiences to suggest it must remain resilient and seek to be "heard” by its Treaty partner (the Crown/New Zealand Government). Next, Dr Joseph (Joe) Martin, a Navajo academic (Northern Arizona University) will share his perspective and those of his close colleagues regarding significant challenges currently facing Navajo Nation leaders, administrators, teachers, parents and learners. Finally, Lori Whiteman (Dakota/Anishinabe;Treaty Education Alliance Executive Director) shares her concerns from rural Saskatchewan—particularly as they relate to the concepts of ambiguous loss and community resilience. We then combine as a full team of authors to relate the key recurring themes that emerge from these narratives to international literature. This highlights the unique challenges and shared experiences facing many Indigenous communities around the World—particularly those living in remote/rural areas. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021.