Literaturnachweis - Detailanzeige
| Autor/in | Phillips, John L. |
|---|---|
| Titel | A Tribal College Land Grant Perspective: Changing the Conversation. |
| Quelle | In: Journal of American Indian Education, 42 (2003) 1, S.22-35 |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0021-8731 |
| Schlagwörter | Stellungnahme; American Indian Culture; Cultural Awareness; Educational Cooperation; Educational History; Extension Education; Higher Education; Holistic Approach; Intercollegiate Cooperation; Land Grant Universities; Rural Schools; School Community Relationship; Tribally Controlled Education; World Views Cultural identity; Kulturelle Identität; Education; cooperation; Kooperation; History of education; Bildungsgeschichte; Erweitertes Bildungsangebot; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Hochschulkooperation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; World view; Weltanschauung |
| Abstract | Since tribal colleges acquired land-grant status in 1994, conversation with established land-grant institutions has focused on how tribal colleges can adapt to the dominant paradigm. In contrast, mainstream universities should adopt culturally aware considerations of holism, sacredness, cultural identity, and cultural viability. This will promote understanding of special differences and common strengths. Mainstream colleges could learn much about productive community engagement from tribal colleges. (Contains 21 references.) (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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