"We Can Do Better": University Leaders Speak to Tribal-University Relationships

Autor/in	Stewart-Ambo, Theresa
Titel	"We Can Do Better": University Leaders Speak to Tribal-University Relationships
Quelle	In: American Educational Research Journal, 58 (2021) 3, S.459-491 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart-Ambo, Theresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220983583
Schlagwörter	Indigenous Populations; American Indian Education; Public Colleges; Tribes; School Community Relationship; Administrator Attitudes; College Administration; Critical Theory; Race; Land Settlement; Educational Practices; Knowledge Level; Economic Factors; United States History; Higher Education; American Indian History; Educational History; Language Usage; Cultural Awareness; California + Suchen Sie Ihr Suchwort? Sinti und Roma; Tribal society; Stammesgesellschaft; College administrators; Hochschulverwaltung; Kritische Theorie; Rasse; Abstammung; Siedlungsraum; Bildungspraxis; Wissensbasis; Ökonomischer Faktor; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Sprachgebrauch; Cultural identity; Kulturelle Identität; Kalifornien
Abstract	Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of "tribal-university relationships," I present findings on university leaders' perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01