Magnifying and Healing Colonial Trauma in Higher Education: Persistent Settler Colonial Dynamics at the Indigenizing University

Autor/inn/en	Steinman, Erich; Kovats Sánchez, Gabriela
Titel	Magnifying and Healing Colonial Trauma in Higher Education: Persistent Settler Colonial Dynamics at the Indigenizing University
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 3, S.309-322 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kovats Sánchez, Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000215
Schlagwörter	Foreign Countries; Indigenous Personnel; Indigenous Populations; College Faculty; College Students; School Personnel; Community Involvement; Colonialism; Trauma; Power Structure; Educational Change; Experience; Needs; Well Being; College Environment; Wellness; Stress Variables; Canada + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Fakultät; Collegestudent; Schulpersonal; Kolonialismus; Bildungsreform; Erfahrung; Grundbedürfnis; Well-being; Wellness; Wohlbefinden; Hochschulumwelt; Well being; Kanada
Abstract	Processes of Indigenization under way in Canada aim to bring more Indigenous students and faculty to mainstream colleges and universities. These Indigenization initiatives are critical components that work toward reconciling systemic and societal inequalities between Indigenous and non-Indigenous within higher education. Despite these important efforts, institutions of higher education were founded on and continue to reflect the goals and norms of a settler colonial society, and such contexts constitute a complicated and evolving environment for Indigenous people. Based on interviews with 23 Indigenous faculty, students, staff, and community members, this paper explores their experiences at an Indigenizing university. We outline how encounters with ongoing colonialism and contradictions at an Indigenizing university both generated new pain and echoed existing historical trauma. In many ways, explicit and publicized institutional efforts to incorporate Indigenous people and perspectives, while needed and valued, simultaneously magnified the cultural dissonance, biases, and power structures within the institution. Consequently, participants identified needs for healing that were insufficiently supported and also constrained by institutional logics. This study calls attention to the settler colonial dynamics that often persist within North American colleges and universities in their efforts to target and recruit Indigenous students and how such institutions should support robust and culturally appropriate healing practices and resources that depart from default institutional understandings and operative processes. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01