Rural Indigenous Students in Peruvian Urban Higher Education: Interweaving Ecological Systems of Coloniality, Community, Barriers, and Opportunities

Autor/inn/en	Johnson, Kayla M.; Levitan, Joseph
Titel	Rural Indigenous Students in Peruvian Urban Higher Education: Interweaving Ecological Systems of Coloniality, Community, Barriers, and Opportunities
Quelle	In: Diaspora, Indigenous, and Minority Education, 16 (2022) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Kayla M.) ORCID (Levitan, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2021.1974383
Schlagwörter	Foreign Countries; Indigenous Populations; Rural Areas; Access to Education; Higher Education; College Students; Educational Policy; Educational Practices; Foreign Policy; Urban Schools; Cultural Differences; Barriers; Student Experience; Minority Group Students; Environmental Influences; Resilience (Psychology); Student Characteristics; Peru + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Rural area; Ländlicher Raum; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Politics of education; Bildungspolitik; Bildungspraxis; Außenpolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kultureller Unterschied; Studienerfahrung; Environmental influence; Umwelteinfluss
Abstract	In Peru, Indigenous students from rural communities must often migrate to urban areas to access higher education. Navigating to and through urban higher education is a complex task where Peru's oppressive colonial legacies intertwine with students' community values, resources, and strengths. How can we more deeply understand the interconnecting systems that oppress and support rural Indigenous students, and how can we mobilize these understandings to reimagine higher education? In this paper, we use photo-cued interviewing and ecological systems theory to: (1) make sense of rural Indigenous students' experiences as they navigate to and through higher education in urban areas; and (2) uncover levers for systemic change to improve higher education policy and practice. In doing so, we expand beyond a two worlds perspective of Indigenous educational experiences to offer a more holistic view on coloniality and Indigenous resilience in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01