Strengthening pathways into higher education with remote indigenous communities in Australia

2020 ◽  
pp. 183-199
Author(s):  
James A. Smith ◽  
Terry Moore ◽  
Kim Robertson ◽  
Cat Street ◽  
Allison Stewart ◽  
...  
Keyword(s):  
Higher Education ◽  
Indigenous Communities

Systems of Support: What Institutions of Higher Education Can Do for Indigenous Communities

2018 ◽  
pp. 1-25
Author(s):  
Jessica A. Solyom ◽  
Jeremiah A. Chin ◽  
Bryan McKinley Jones Brayboy ◽  
Amber Poleviyuma ◽  
Sarah Abuwandi ◽  
...  
Keyword(s):  
Higher Education ◽  
Indigenous Communities ◽  
Institutions Of Higher Education ◽  
Systems Of Support

scholarly journals Decolonizing archival methodology: Combating hegemony and moving towards a collaborative archival environment

2017 ◽  
Author(s):  
Taylor R. Genovese
Keyword(s):  
Higher Education ◽  
Native American ◽  
Information Science ◽  
Cultural Beliefs ◽  
Indigenous Communities ◽  
Archival Science ◽  
Indigenous Students ◽  
Diverse Workforce ◽  
Archival Profession ◽  
Lasting Change

The foundation of archival methodology is influenced by colonialism and imperialism. This paternalistic system has created a hegemonic environment that has directly influenced archivists working with Indigenous materials. While positive steps have been made, such as the enactment of the Native American Graves Protection and Repatriation Act (1990) and the Protocols for Native American Archival Materials (2006), severe limitations exist due to a difference in worldview and cultural beliefs. In order to reverse the effects of hegemony and decolonize archival methodol- ogy, an exerted effort must be made to increase collaboration between archives and Indigenous communities. Furthermore, higher education must attract Indigenous students to information science programs in order to create a more diverse workforce. However, in order to enact lasting change in methodology, the archival profession must receive an injection of activist principles. These principles will help advance decolonizing initiatives and ensure the end of paternalism and colonialism in archival science.

scholarly journals Using Indigenous Research Frameworks in the Multiple Contexts of Research, Teaching, Mentoring, and Leading

2020 ◽  
Author(s):  
Darryl Reano
Keyword(s):  
Higher Education ◽  
Academic Research ◽  
Modern Science ◽  
Indigenous Communities ◽  
Research Process ◽  
Indigenous Research ◽  
Spiritual Values ◽  
Multiple Contexts ◽  
Indigenous Perspectives ◽  
Research Frameworks

Indigenous research frameworks can be used to effectively engage Indigenous communities and students in Western modern science through transparent and respectful communication. Currently, much of the academic research taking place within Indigenous communities marginalizes Indigenous Knowledge, does not promote long-term accountability to Indigenous communities and their relations, and withholds respect for the spiritual values that many Indigenous communities embrace. Indigenous research frameworks address these concerns within the academic research process by promoting values such as: relationality, multilogicality, and the centralization of Indigenous perspectives. Indigenous research frameworks provide a framework that can be used in multiple contexts within higher education to bring equitable practices to research, teaching, mentoring, and organizational leadership. In this article, as a researcher who uses Indigenous research frameworks, I utilize autoethnography to engage in critical, reflexive thinking about how my perspective as an Indigenous researcher has developed over time. The purpose of this autoethnography is to reveal how Indigenous research frameworks may enhance higher education, especially for Indigenous students.

Systems of Support: What Institutions of Higher Education Can Do for Indigenous Communities

2019 ◽  
pp. 605-629
Author(s):  
Jessica A. Solyom ◽  
Jeremiah A. Chin ◽  
Bryan McKinley Jones Brayboy ◽  
Amber Poleviyuma ◽  
Sarah Abuwandi ◽  
...  
Keyword(s):  
Higher Education ◽  
Indigenous Communities ◽  
Institutions Of Higher Education ◽  
Systems Of Support

Braiding Strands of Wellness

2019 ◽  
Vol 41 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Sonya Atalay
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Well Being ◽  
Holistic Health ◽  
Graphic Narrative ◽  
Learning Practices ◽  
Health And Well Being

Drawing on Anishinabe concepts of holistic health and well-being, this article explores ways that repatriation of ancestral remains and cultural items can contribute to healing and well-being in Indigenous communities. The focus is on “Indigenous storywork” and embodied practices amongst those who are engaged in reclaiming ancestral remains and cultural items, with examples from the author’s experience in repatriation, reburial, and reclaiming cultural heritage. The author describes her work developing a graphic narrative about repatriation as a method of storywork. She describes her use of comics and other storywork practices in teaching, and as a means of bringing Indigenous teaching and learning practices into higher education.

scholarly journals Decolonizing the training of engineers and scientists: The case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile

2021 ◽  
Vol 5 (1) ◽  
pp. 87
Author(s):  
Claudia Rodríguez-Seeger ◽  
Doris Sáez-Hueichapan ◽  
Alexandra Fuenzalida-Artigas ◽  
Ignacio Ñancupil-Quirilao ◽  
María Elena Lienqueo ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Intercultural Training ◽  
Physical Sciences ◽  
Scientific Performance ◽  
Creative Commons ◽  
The World ◽  
Mathematical Sciences ◽  
And Mathematics

Given current global crises, there is a need to move beyond the anthropocentric, reductionist and short-term vision of the world, imposed through the hegemony of Western culture. Are we still in time to change the prevailing hegemonic vision of the world and better address global crises and their local impacts? What is the role of intercultural higher education in this challenging task? We conceive this type of education for the training of future decision-makers, as well as scientists and technicians who must respond to current and future challenges in society. Therefore, we evaluate the contribution of the Indigenous Peoples Program (PPI) of the Faculty of Physical and Mathematical Sciences (FCFM) at Universidad de Chile (UCH). We conclude that the PPI opens up possibilities for intercultural training in the FCFM, which can contribute to changing the professional and scientific performance of its graduates, opening their minds to other cultures, worldviews, values and paradigms. Keywords: Indigenous, Higher education, Interculturality, Indigenous communities, Discrimination How to ite this article: Rodríguez-Seeger, C., Sáez-Hueichapan, D., Fuenzalida-Artigas, A., Ñancupil-Quirilao, I., Lienqueo, M.E., Contreras-Painemal, C. & Díaz-Alvarado, F. 2021. Decolonizing the training of engineers and scientists: the case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile. Scholarship of Teaching and Learning in the South. 5(1): 87-106. DOI: 10.36615/sotls.v5i1.154. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Community engagement, Indigenous heritage and the complex figure of the curator: foe, facilitator, friend or forsaken?

Curatopia ◽  
2019 ◽  
pp. 159-175 ◽  
Author(s):  
Bryony Onciul
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
First Nations ◽  
Indigenous Communities ◽  
Cultural Knowledge ◽  
Current Time ◽  
Complex Figure ◽  
The Uk ◽  
Physical Manifestation

Curation is increasingly recognised as a profession of high standing which requires extensive higher education. However, the proliferation of community engagement since the 1980s has placed new pressures and expectations on curators, thus complicating their role. This is particularly evident in the case of ethnographic curators working with indigenous communities. This chapter explores these issues by considering the ways that working with Blackfoot First Nations communities have affected the role and work of curators at three key museums, two in Canada and one in the UK. Historically museums, and de facto their curators, were often seen as an enemy by many indigenous communities as they appeared as a physical manifestation of colonialism. The historical practice of collecting sacred cultural material, and even the bones and bodies of indigenous people, have made museums synonymous with sites of death, both physical and cultural. Yet, nowadays they also present an exceptional resource and opportunity to revive and re-invigorate pre-colonial cultural knowledge and practice through their collections. Consequently, curators often find themselves in the dubious position of being both potential foe and ally. This is complicated further when curators work cross-culturally and try to embrace both indigenous and western ways of working, as this chapter explores. It has been argued that curators have moved from the position of ‘expert’ to that of ‘facilitator’ but this oversimplifies the complexities of voice, accountability and power in the representation of culture. There is a need for a more nuanced understandings of the pressures community engagement places on the role of curatorship, especially in this current time of increasing expectations on engagement and decreasing resources to support museological work.

scholarly journals O ACESSO DOS POVOS INDÍGENAS AO SISTEMA EDUCACIONAL BRASILEIRO: UMA POLÍTICA DE INCLUSÃO AINDA INCONCLUSA - DOI: http://dx.doi.org/10.5216/rfd.v39i2.37031

2016 ◽  
Vol 39 (1) ◽  
pp. 153
Author(s):  
Thaís Janaina Wenczenovicz ◽  
Wilson Steimentz
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Interpretive Research ◽  
Ministry Of Education ◽  
National Education ◽  
History Of ◽  
The Subject ◽  
Education In Brazil

RESUMO:O presente trabalho tem por objetivo analisar a evolução e o processo de inserção das comunidades indígenas na História do Brasil Contemporâneo no sistema de Ensino Superior. Também aborda elementos da evolução histórica da Educação Indígena no Brasil e seus desdobramentos institucionais e pedagógicos do Ensino Superior com base em dados do Ministério da Educação. O procedimento metodológico utilizado é o analítico-interpretativo de investigação e análise da legislação concernente a temática como: Decretos, LDB’en, Plano Nacional de Educação, Regimento da Connei, Resoluções, entre outras. ABSTRACT:This study aims to analyze the evolution and the process of insertion of indigenous communities in the History of Brazil Contemporary  in the system of Higher Education Area. It also addresses elements of the historical development of indigenous education in Brazil based on data from the Ministry of Education. The methodological procedure used is analytical-interpretive research and analysis of the legislation concerning the subject as: Ordinance, LDB’en, National Education Plan, CONNEI’s Regiment, Resolutions and other.

scholarly journals Indigenous Student Participation In Higher Education: Emergent Themes And Linkages

2013 ◽  
Vol 6 (4) ◽  
pp. 417 ◽  
Author(s):  
Johnnie Aseron ◽  
Simon Wilde ◽  
Adrian Miller ◽  
Stephen Kelly
Keyword(s):  
Higher Education ◽  
Minority Groups ◽  
Student Participation ◽  
Indigenous Communities ◽  
Community Empowerment ◽  
Group Discussions ◽  
Community Capacity Building ◽  
Indigenous Student ◽  
Educational Processes ◽  
Participation In Higher Education

Educational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and nonIndigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin & Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education (such as Indigenous communities), many of these undertakings fail to adequately articulate and consider the importance of cultural factors and how such realities form a unique foundation with respect to Indigenous educational policy and development options. In addressing this shortcoming, this paper explores critical, community capacity building and community empowerment strategies that may inform policies and programmes for the reduction of educational disparities, increasing Indigenous student participation in higher education and promoting Indigenousled educational initiatives. As such, this exploratory study highlights a number of emergent themes derived by community representatives, including both Indigenous Aboriginal and Torres Strait Islanders, and nonIndigenous participants, during a series of focus group discussions.

scholarly journals Engaging Indigenous Communities in Higher Education: An Analysis of Collaboration and Ownership in Alaska Native Teacher Preparation

2017 ◽  
Vol 2 (1) ◽  
pp. 71-88
Author(s):  
Lenora Carpluk ◽  
Beth Leonard
Keyword(s):  
Higher Education ◽  
Native American ◽  
Teacher Preparation ◽  
Alaska Native ◽  
Culturally Responsive ◽  
Indigenous Communities ◽  
Native Languages ◽  
Decolonizing Methodologies ◽  
Challenges And Opportunities ◽  
Alaska Native Languages

  In 2008, our institution was awarded an Office of Indian Education pre-service teacher preparation grant intended to increase the number of Alaska Native/ American Indian teachers in Alaska. Our research examines grant objectives and outcomes, specifically related to the institution’s stated focus on “culturally responsive teacher preparation” and “preserving and advancing” Alaska Native languages and cultures. We also explore challenges and opportunities encountered during the development of a cultural mentoring community for Alaska Native pre-service teachers, facilitated through collaboration with two Alaska Native teacher community organizations. Our work is informed by foundational literature in Indigenous culture-based pedagogy (Demmert & Towner, 2003), Indigenous higher education (Brayboy, 2012), and culturally responsive/ culturally relevant pedagogy (Ladson-Billings, 1994). Decolonizing methodologies and TribalCrit (Castagno, 2012) are particularly significant in our analysis, as the institution’s mission, vision, and strategic directions initiatives appear to be at odds with outcomes that suggest a continuation of top-down, colonized practices that perpetuate marginalization of Alaska Native students.

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