scholarly journals Torchbearers Forging Indigenous Pathways: Transcending the Forces of Wétiko

Genealogy ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 106
Author(s):  
Rose Borunda ◽  
Amy Murray ◽  
Isabel Acosta ◽  
David Gutierrez
Keyword(s):  
Educational Leadership ◽  
Indigenous People ◽  
Cultural Trauma ◽  
Leadership Roles ◽  
Indigenous Culture ◽  
Literal Translation ◽  
Educational Degree ◽  
Identity Labels

Wétiko is a Cree term whose literal translation is cannibalism, an act of violent aggression. This term encapsulates the divisive forces that have infected the Americas for over 500 years, resulting in generational cultural trauma, and dehumanization of all who are subjected to its modern manifestations. It is analogous to an oppressive pandemic whose symptoms include racism, xenophobia, self-hatred, and despair. Despite the persistent forces of Wétiko that marginalize descendants of American Indigenous people, Xicanx are emerging in educational leadership roles and in professional positions that require the highest educational degree, the doctorate. The perseverance of these forerunners, which is fueled by a desire to promote equity, testifies to their will to overcome historically grounded subjugating forces. These forces include identity labels in which the Indigenous culture has been erased and extinguished, but is now reclaimed within the identity of the term Xicanx. Xicanx Torchbearer voices provide insight to the challenges they face as they enter, occupy, and engage within spaces in which they were previously excluded. Evident in the narratives of these Xicanx professionals who now hold highly regarded credentials is the resurgence of Indigenous orientations that counter the violence and aggression of Wétiko.

scholarly journals Understanding race and educational leadership in higher education

2018 ◽  
Vol 32 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Career Trajectory ◽  
Senior Leaders ◽  
Organizational Barriers ◽  
The United Kingdom ◽  
Leadership In Higher Education ◽  
The Uk

The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education (HE) has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions, despite increased calls for greater diversification. Educational leadership in higher education within the United Kingdom (UK), particularly when aligned to the primacy of race, remains oblivious to some of the organizational barriers encountered by BME academics attempting to navigate a career trajectory towards senior leadership. The diversification of senior leaders within the Academy in the UK has increasingly become an issue that, although prevalent, has stagnated owing to the lack of visible BME senior leaders and penetrative change to address the disparity regarding recruitment and promotion of more BME academics to leadership hierarchies. This article draws on a collective biography methodology, which will utilize narratives from three BME academics in senior leadership positions within higher education in the UK, in an attempt to illuminate the challenges that saturate the Academy, concerning leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership, whilst considering the interplay between these two vehicles when situated within a higher education context.

scholarly journals Building Pathways: Nurturing a Female Generation of School Leaders in China

2019 ◽  
pp. 1-24
Author(s):  
Lixia Qin ◽  
Mario Torres ◽  
Jean Madsen
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Women's Leadership ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Educational Management ◽  
Traditional Gender Roles ◽  
Changing Practice ◽  
Dominant Society ◽  
Feminist Perspectives

International feminist perspectives recognize the continuing inequalities of power between men and women across all classes (Adler & Israeli, 1988; Alston, 2000; De la Rey, 2005). In China’s male-dominant society, for example, women often have been inhibited from pursuing leadership positions (Wiseman, Obiakor & Bakken, 2009). Further, women’s access to leadership positions is constrained within many social sectors (Cooke, 2005). In school settings, there is no doubt that women have greatly contributed to the changing practice of educational management in China since 1980s ( Zhong & Ehrich, 2010). However, despite recent changes, women are still vastly underrepresented in educational leadership positions due to a variety of reasons, such as their adherence to traditional gender roles (Coleman, Qiang & Li, 1998). One particular reason that has been drawing increasing attention across the world is the lack of appropriate training and guidance in young women’s leadership (Su, Adams & Miniberg, 2000; Cooke, 2003; Barnett, 2004; Chen, 2005). This paper probes in greater depth one of the most important, yet largely overlooked aspects in the educational leadership of China – women’s leadership roles in education and young women’s leadership preparation.

The Barriers, Facilitators, and Solutions for Women in Educational Leadership Roles in a Chinese University

2020 ◽  
Vol 9 (1) ◽  
pp. 5-24
Author(s):  
Xintong Lu
Keyword(s):  
Educational Leadership ◽  
Gender Equity ◽  
Research University ◽  
Leadership Roles ◽  
Female Leaders ◽  
Male And Female ◽  
Chinese University ◽  
Facilitating Factors ◽  
Underrepresentation Of Women

Abstract Although women are considered to be dominant contributors in the field of education, underrepresentation of women in educational leadership is still a pervasive issue. The situation may be more critical in the Asian Chinese context, wherein the male-dominated tradition of the feudal system has been prevalent for thousands of years. This article examines the barriers faced by women in educational leadership roles in a Chinese university, and the facilitators of female educational leadership. The case study was conducted using qualitative methods, involving interviews with both male and female leaders. The findings present a range of barriers that women in the research university are now facing, facilitating factors, and ways to solve the issue. Addressing the importance of recognising the underrepresentation of women in Chinese universities also has the aim of promoting gender equity in educational leadership.

Navigating the Social Media Space for Māori and Indigenous Communities

2018 ◽  
pp. 51-71 ◽  
Author(s):  
Maryann Lee
Keyword(s):  
Social Media ◽  
Indigenous People ◽  
Social Preferences ◽  
Indigenous Communities ◽  
Indigenous Culture ◽  
The Social ◽  
Media Space ◽  
Use Of Social Media ◽  
Indigenous Worldview ◽  
Ways Of Being

This chapter explores how Māori and Indigenous communities are engaging in social media in ways that reflect their cultural aspirations and Indigenous ways of being. Social media provides opportunities for Indigenous people to represent an Indigenous worldview that encompasses cultural, political, and social preferences. Highlighted also in this chapter are the risks inherent within the use of social media for Māori and Indigenous communities: in ways in which the misrepresentation, commodification, and exploitation of Indigenous culture and traditions are amplified through the use of social media that support colonial ideologies and the ongoing practice of colonization.

Voice Dispossession and Attributional Accommodation for Career Persistence

2022 ◽  
pp. 39-54
Author(s):  
Tricia J. Stewart ◽  
Robin Throne ◽  
Lesley Anne Evans
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Educational Leadership ◽  
Gender Equity ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Leadership Roles ◽  
Women In Higher Education ◽  
Female Leaders ◽  
Gender Parity

This chapter presents the results of a systematic review to analyze the current research since 2019 for voice dispossession as attributional accommodation among women in higher education leadership. The authors sought to quantify and categorize these attributes to better identify the verbal and nonverbal accommodations made by women in higher education leadership to extend prior critical review of gender parity and equity for these leaders. Study findings may inform higher educational leadership to better understand voice dispossession among female leaders and the resulting attributional accommodations made to improve gender equity and parity for leadership roles in higher education.

scholarly journals The significance of teaching in indigenous teacher education: The role of language mediation

2016 ◽  
Vol 33 (2) ◽  
pp. 303-312
Author(s):  
Áurea Lúcia Magalhães Cardoso de Medeiros FERREIRA ◽  
Vera Lúcia Trevisan de SOUZA
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Indigenous People ◽  
Professional Life ◽  
Classroom Observations ◽  
Indigenous Culture ◽  
Structured Interviews ◽  
Teaching Experiences ◽  
Indigenous Students

This paper presents the results of a PhD research that investigated the role of language mediation in the training of professionals to teach indigenous people, seeking to investigate its influence on the changes and preservation of indigenous culture. This study was based on theoretical and methodological assumptions of cultural-historical Psychology. The present study investigated a teacher training course, Tamî'kan - Indigenous Teacher Education, in the State of Roraima, and the data were collected through classroom observations and semi-structured interviews that were conducted with 10 students and 3 course coordinators. The results indicate difficulties undergone by the indigenous students resulting from previous teaching experiences by non-indigenous teachers, especially regarding the Portuguese language. This relationship leads to contradictions in terms of indigenous culture and can influence the students' character and professional life.

scholarly journals Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10354
Author(s):  
Mutlu Uygur ◽  
Burak Ayçiçek ◽  
Hikmet Doğrul ◽  
Tuğba Yanpar Yelken
Keyword(s):  
Educational Leadership ◽  
Inclusive Education ◽  
Structured Interview ◽  
Faculty Members ◽  
Teacher Education Programs ◽  
Administrative Staff ◽  
Leadership Roles ◽  
Positive Effects ◽  
Integration Of Technology

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

scholarly journals TRADITIONAL MEDICINES AMONGST INDIGENOUS GROUPS IN RORAIMA, BRAZIL: A RETROSPECTIVE

2021 ◽  
Vol 6 (3) ◽  
pp. 116
Author(s):  
William Milliken
Keyword(s):  
Medicinal Plants ◽  
Indigenous Knowledge ◽  
Traditional Knowledge ◽  
Indigenous People ◽  
Indigenous Culture ◽  
Medicinal Purpose ◽  
Traditional Medicines ◽  
Indigenous Groups

Surveys of medicinal plants and fungi among five indigenous groups in Roraima, Brazil, were identified in the 1990s but not published.  Most of the 52 species reported here were unknown in the literature for the same medicinal purpose when the data were collected, but 25 years later this has changed. Some of the ‘repeated’ data were collected in Roraima, but most were recorded elsewhere. It is likely that some of the traditional knowledge will have been lost by now, with old informants not passing their knowledge to younger generations. More work should be done on recording indigenous knowledge in Roraima, preferably by indigenous people. Efforts to recuperate traditional knowledge will benefit indigenous culture health and livelihoods.

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