Individuals show interest and commitment on their own thus achieving self-actualization and sharing their knowledge with others through modeling and “wearing their teachings.” The values of land-based pedagogy are important to Indigenous people groups who believe that “raising Indigenous children in a context where their consent, physically and intellectually, is not just required but valued, goes a long way to undoing the replication of colonial gender violence” (Simpson, 31)  Community-based education is central to the revival of Indigenous cultures and diverse languages. This form of pedagogy allows community members to participate and influence the learning environment in local schools. Community-based education embraces the ideas of Paolo Freirie who called for individuals to “become active participants in shaping their own education” (May, 10). The main effects of instilling community-based pedagogy in schools are as follows:  The school environment under a community-based education system requires communication and collaboration between the school and the community. The community must share leadership within the schools and must be involved in decision-making, planning, and implementation. Children learn through the guidance rather than determinants of their teachers or elders and are taught skills of active participation. Out of community-based education arises "community-based participatory research" (CBPR)"," an approach to research that facilitates co-learning co-partnership between researchers and community members to promote community-capacity building. " "CBPR requires having youth-researcher partnerships, youth action-groups, and local committees made up of youth, tribal leaders, and elders. This approach to research builds strength and empowers community members. McCarty and Lee (2014) express that tribal sovereignty (Indigenous people's as peoples, not populations or national minorities), must include education sovereignty. The authors report that Culturally Sustaining and Revitalizing Pedagogy (CSRP) is necessary in education, based on three items; (1) asymmetrical power relations and the goal of transforming legacies of colonization, (2) reclaim and revitalize what has been disrupted and displaced by colonization, and (3) the need for community-based accountability. CSRP is meant to off balance dominant policy dialogue. This research follows two case studies at two different schools, one in Arizona and one in New Mexico. Tiffany Lee reports for Native American Community Academy (NACA) in Albuquerque, New Mexico. The core values for the school include; respect, responsibility, community service, culture, perseverance, and reflection.