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In the mid-nineteenth century, the New England Company (NEC), an Anglican missionary society, focused many of its efforts on hiring Indigenous teachers for its schools at Grand River and Tyendinaga, two Haudenosaunee (Iroquois) communities in southern Ontario. The NEC believed that it was useful to hire Indigenous teachers due to their ability to speak to the students in one of the local Indigenous languages as well as in English. Many Haudenosaunee leaders and families also believed that a Western education would benefit their children and therefore supported the construction of churches and schools. Kanyen'keha:ka (Mohawk) women born into this cultural environment worked to build careers for themselves as on-reserve educators. Some struggled to secure meaningful employment due to their gender, while others found work but faced numerous challenges in performing their jobs. This paper reveals that Kanyen'keha:ka women persisted as teachers despite gender and material barriers, creating models for participation in colonial education for Haudenosaunee youth in the nineteenth century. RESUME Au milieu du XIX e siecle, la New England Company (NEC), une societe missionnaire anglicane, a consacre beaucoup d’efforts afin d’embaucher des enseignants autochtones pour ses ecoles de Grand River et de Tyendinaga, deux communautes Haudenosaunee du sud de l’Ontario. La NEC croyait qu’il etait utile d’embaucher des enseignants autochtones en raison de leur capacite a parler aux eleves dans l’une des langues autochtones locales, aussi bien qu’en anglais. Plusieurs dirigeants et familles Haudenosaunee soutenaient egalement la construction d’eglises et d’ecoles, parce qu’ils croyaient qu’une education occidentale profiterait a leurs enfants. Les femmes Kanyen'keha:ka (Mohawk) nees dans cet environnement culturel ont travaille a se bâtir des carrieres comme educatrices sur les reserves. A cause de leur genre, certaines ont du lutter afin d’obtenir un travail significatif, alors que d’autres ayant trouve un emploi ont du a ronter de nombreux de s dans l’accomplissement de leur travail. Cet article revele que malgre les difficultes materielles et la barriere du genre, les femmes Kanyen'keha:ka ont persistees dans le domaine de l’enseignement, creant ainsi des modeles de participation a l’education coloniale pour la jeunesse Haudenosaunee au XIX e siecle.

“Teachers Amongst their own People”: Kanyen'kehá:ka (Mohawk) Women Teachers in Nineteenth-Century Tyendinaga and Grand River, Ontario