Download or read book Indigenous Identity Formation in Post secondary Institutions written by Barbara G. Barnes and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

Download or read book Indigenous Identity Formation in Postsecondary Institutions written by Barbara G. Barnes and published by Brush Education. This book was released on 2020-10-25 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new model of Indigenous identity formation in Canadian postsecondary institutions What role does postsecondary education play in the formation of Indigenous identity? Some argue that this impact must be negative, not only because postsecondary education draws students away from their communities, but also because of the Eurocentric worldviews that dominate most institutions. However, according to a ground-breaking study by Barbara Barnes and Cora Voyageur, the truth is much more nuanced and surprising. During their research, Professors Barnes and Voyageur followed 60 Indigenous students from a variety of backgrounds at six postsecondary institutions in western Canada, and they present their finding here. They explore how the students’ experiences fit with conventional and Indigenous identity-formation theories, and they consider the impacts of colonization and the Indian Act. Based on the experiences of the students, Barnes and Voyageur build an entirely new model of Indigenous identity formation in Canadian postsecondary institutions.

Download or read book Indigenous Identity Formation in Post secondary Institutions written by Barbara G. Barnes and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

Download or read book The Importance of Indigenous Identity written by Nicole Renee Blalock and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As universities across the country are becoming more diverse, responding to the impacts that assumptions about others has on the way we interact with colleagues, research participants, and communities is crucial for all scholars. In particular, the politics of identity, both actual and perceived, for Indigenous scholars in the Western Hemisphere is uniquely complex. Through a review of the relevant literature, the researcher described definitions and methods for understanding Indigenous identity, historical and contemporary influences on scholar identity formation, and discussed individual impacts of working within campus climates while experiencing microagression. The researcher constructed and administered an online, anonymous survey for federally un-Recognized Indigenous researchers. She also conducted oral history interviews with a small sample of participants, emphasizing scholars' experiences within academic communities. Utilizing Indigenous voices as the focal data, the researcher explored the experience of scholars in post-secondary institutions in the United States in relation to historical factors that have determined Indigeneity by colonial and racist measures. Demographic characteristics and relevant experiences of Indigenous scholars in tertiary institutions through out the United States are described. Obstacles to scholar confidence and support systems were identified within families, communities, and institutions. This preliminary work is the first project of its kind and provides groundwork for further exploration about the marginalization of Indigenous scholars in postsecondary institutions. The unique experiences of individual scholars appears to be related to the way in which their Indigenous status is un-Recognized.

Download or read book Indigenous Identity Formation in Chilean Education written by Andrew Webb and published by Routledge. This book was released on 2021-09-09 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers rich sociological analysis of the ways in which educational institutions influence indigenous identity formation in Chile. In doing so, Webb explores the mechanisms of new racism in schooling and demonstrates how continued forms of exclusion impact minority groups. By drawing on qualitative research conducted with Mapuche youth in schools in rural and urban settings, and in private state-subsidised and public schools, this volume provides a comprehensive exploration of how national belonging and indigeneity are articulated and experienced in institutional contexts. Close analysis of student and teacher narratives illustrates the reproduction of historically constructed ethnic and racial criteria, and demonstrates how these norms persist in schools, despite apparently progressive attitudes toward racism and colonial education in Chile. This critical perspective highlights the continued prevalence of implicit racism whereby schooling produces culturally subjective and exclusionary norms and values. By foregrounding contemporary issues of indigenous identity and education in Chile, this book adds important scholarship to the field. The text will be of interest to researchers, academics, and scholars in the fields of indigenous education, sociology of education, and international and comparative education.

Download or read book Reclaiming Indigenous Research in Higher Education written by Robin Starr Minthorn and published by Rutgers University Press. This book was released on 2018-02-27 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education. Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.

Download or read book Place and Being written by Jennifer Dawn McAlpin and published by . This book was released on 2008 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work is an interwoven piece that connects and engages certain processes inherent in higher education, Indigenous identity formation, Indigenous modalities and methodologies, and personal story. How can we understand the lived experiences of Native American students in higher education in terms of personal, academic, political and tribal identity growth? How can this understanding inform new models of recruitment, retention, and funding for Native American Students in higher education? What are the implications for shaping higher education programs that attempt to meet the needs of Indigenous students and our communities?

Download or read book Postsecondary Education for American Indian and Alaska Natives Higher Education for Nation Building and Self Determination written by Bryan McKinley Jones Brayboy and published by John Wiley & Sons. This book was released on 2012-02-23 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: American Indian/Alaska Native (AI/AN) students continue to be significantly underrepresented in institutions of higher education and continue to face barriers that impeded their academic success. This volume explores the factors that influence college going in Indigenous communities and,upon enrollment in institutions of higher education, the factors that influence college completion. Chapters cover: The legacy of Western education in Indigemous communities The experiences of Indigenous students in the K-12 system Transition from student to faculty of AI/AN graduates Recommendations that can improve the success of Indigenous students and faculty This is the fifth issue the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Download or read book Indigenous Leadership in Higher Education written by Robin Minthorn and published by Routledge. This book was released on 2014-12-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers new perspectives from Indigenous leaders in academic affairs, student affairs and central administration to improve colleges and universities in service to Indigenous students and professionals. It discusses and illustrates ways that leadership norms, values, assumptions and behaviors can often find their origins in cultural identities, and how such assumptions can affect the evolvement of colleges and universities in serving Indigenous Peoples. It contributes to leadership development and reflection among novice, experienced, and emerging leaders in higher education and provides key recommendations for transforming higher education. This book introduces readers to relationships between Indigenous identities and leadership in diverse educational environments and institutions and will benefit policy makers in education, student affairs professionals, scholars, faculty and students.

Download or read book Exploring the Identities and Experiences of Rural First generation Indigenous Students Using Photo cued Interviewing written by Kayla Johnson and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study illustrates the use of photo-cued interviewing to improve postsecondary education for students from rural Indigenous communities in Peru. We explored (a) how access to postsecondary education influenced the identity development of rural first-generation Indigenous students in Peru, and (b) how postsecondary education can be improved to support their identities, needs, and goals. A total of 31 participants took photos that represented their response to "Who am I?" and how postsecondary education strengthened, threatened, or otherwise changed their identities. We then talked with the participants about what the photos represented about their identities and experiences. At the conclusion of the interviews, we invited participants to offer recommendations for improving postsecondary education to support students like themselves. Finally, in collaboration with the participants and local government authorities, we hosted a photo exhibition that depicted participants' experiences and invited policymakers and the public to consider how to better support rural first-generation Indigenous students. We reflect on our study--both our methods and the execution of our study overall--to offer practical lessons useful for educational researchers who plan to conduct similar action-oriented, student voice, and visual participatory work with Indigenous and other marginalized community members.

Download or read book Four Winds Across Three Campuses written by Aaron Pyle and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines how Indigenous people build communities in higher education settings. This focus frames the impact of connectivity on identity development through a correlation between cultural accessibility and improved post-secondary success for this population. The research centers on three institutions: The University of Texas at Austin, Southeastern Oklahoma State University, and Queen’s University. Separate chapters are dedicated to each campus in order to emphasize the great variation of Indigenous identity across the North American continent and to reflect various opportunities for manifestations of cultural connectivity. Research is also included concerning each university’s relationship to the wider Indigenous communities of the regions in which they sit. This includes exploration of the institutions’ relationships with local nonprofit organizations, tribal governments, and initiatives which seek to include outside Indigenous voice in campus affairs

Download or read book Outside and In Between Theorizing Asian Canadian Exclusion and the Challenges of Identity Formation written by and published by BRILL. This book was released on 2021-09-06 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of critical theorizing reflects the lived experiences of racialized Asian-Canadian contributors. Grounded in theory and history, these essays illuminate pathways to better understand Asian-ness in contemporary Canada. These academics provide fresh perspectives on Asian Canadian exclusion, examine new spaces for critical resistance, and navigate the challenges of identity formation across racial, cultural, and national boundaries.

Download or read book Native Students Identity in Higher Education written by Barbara Gay Barnes and published by . This book was released on 2010 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study explored identity as it pertained to Aboriginal students in post-secondary education. Sixty Aboriginal students were interviewed from six universities in Western Canada. Five Aboriginal women and five Aboriginal men from each university, who were in their third or fourth year of undergraduate studies participated in this study. Three research questions were the focus of this study. Do conventional definitions of identity offer an adequate basis for analyzing how Aboriginal students define their own identity as an Aboriginal person? The second question sought an answer to whether identity development theories offer an adequate base for analyzing how Aboriginal students define their own identity? Devon Mihesuah’s Native Identity Development Model was the main theory used in this study. The last research question asked was: what role do Aboriginal students see post-secondary education playing in the formation and confirmation of their identity. Symbolic Interactionism and identity development theories were the theoretical frameworks from which this study was viewed. The findings showed that conventional definitions of identity do indeed adequately reflect Aboriginal identity. As well, Mihesuah's identity development theory does provide a base for analyzing Aboriginal identity development. Twelve additional points were suggested to Mihesuah's theory making it relate to Canadian Aboriginal people. The students' experience in post-secondary education was a very meaningful experience. They were able to explore, understand and accept themselves as an Aboriginal individual. What all this means is that Aboriginal students explore, develop and come to understand their identity throughout their life, post-secondary education allowed the students to grow stronger and solidify their identity. They neither were drawn away from their Aboriginal self, nor cut ties with their Aboriginal communities in order to be successful at university as some researchers' have suggested. Identity is an important aspect in ones' life and has been worth exploring and comes closer to answering the question ‘Who am I?' "--P.ii-iii.

Download or read book The New Buffalo written by Blair Stonechild and published by Univ. of Manitoba Press. This book was released on 2006 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Post-secondary education, often referred to as "the new buffalo," is a contentious but critically important issue for First Nations and the future of Canadian society. While First Nations maintain that access to and funding for higher education is an Aboriginal and Treaty right, the Canadian government insists that post-secondary education is a social program for which they have limited responsibility. In "The New Buffalo, "Blair Stonechild traces the history of Aboriginal post-secondary education policy from its earliest beginnings as a government tool for assimilation and cultural suppression to its development as means of Aboriginal self-determination and self-government. With first-hand knowledge and personal experience of the Aboriginal education system, Stonechild goes beyond merely analyzing statistics and policy doctrine to reveal the shocking disparity between Aboriginal and Canadian access to education, the continued dominance of non-Aboriginals over program development, and the ongoing struggle for recognition of First Nations run institutions.

Download or read book Learning and Reconciliation Through Indigenous Education in Oceania written by Pangelinan, Perry Jason Camacho and published by IGI Global. This book was released on 2021-12-10 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.

Download or read book Lifelong Learning as Critical Action written by André P. Grace and published by Canadian Scholars’ Press. This book was released on 2013-10-30 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit. A detailed and thoughtful critique of the e ects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations. An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.

Download or read book Indigenous Education written by Huia Tomlins-Jahnke and published by University of Alberta. This book was released on 2019-06-03 with total page 561 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga