Black and Indigenous Theoretical Considerations for Higher Education Sustainability

Autor/inn/en	Hailu, Meseret F.; Tachine, Amanda R.
Titel	Black and Indigenous Theoretical Considerations for Higher Education Sustainability
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 3, S.20-42 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Indigenous Knowledge; African American Culture; Blacks; Higher Education; Indigenous Populations; Immigrants; Refugees; Cultural Influences; Sustainability; Political Issues; Racial Factors; Public Policy; Educational Policy; Minority Group Students; Land Settlement; Cultural Maintenance; Ethics; Racial Discrimination; Culturally Relevant Education; Scholarship + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Immigrant; Immigrantin; Immigranten; Flüchtling; Cultural influence; Kultureinfluss; Nachhaltigkeit; Politischer Faktor; Öffentliche Ordnung; Politics of education; Bildungspolitik; Siedlungsraum; Ethik; Racial bias; Rassismus; Scholarships; Stipendium
Abstract	In this conceptual paper, the authors make the case for why and how researchers can incorporate Black and Indigenous standpoints in higher education scholarship. We begin by drawing parallels between the racialized contexts of higher education for Black and Indigenous communities in the United States (U.S.). Next, we explore ethics of communality among Black immigrant and refugee populations, as well as Indigenous knowledge systems of relationality. We conclude by posing 10 research questions to be taken up by higher education researchers. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01