Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2022-12-10 DOI:10.3102/00028312221141981
T. Ambo, Theresa Rocha Beardall
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Abstract

Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirical study of U.S. land acknowledgment statements focusing on the 47 land-grab universities created under the 1862 Morrill Act. We find that LGUs tend to adopt statements in urban areas, where federally recognized tribes are present, and at institutions with over 100 enrolled Native American students. Land acknowledgment statements also commonly name local Indigenous Peoples yet often fail to articulate their responsibilities to them, include superficial gestures, and center multicultural language. We offer “rhetorical removal” to describe the tendency of land-grab universities to deploy language that selectively erases Indigenous Peoples and, thus, argue that statements must directly address settler colonial legacies of violence and redistribute material support for Indigenous students and partnerships with Native nations.
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表现还是进步?在掠夺土地的大学中,在定居者土地承认中土著人民的身体和修辞上的移除
土地承认是一种不断发展的做法,承认当地土著人民是其家园的传统管家。通过内容和话语分析,我们对美国土地承认声明进行了首次实证研究,重点关注了根据1862年《莫里尔法案》创建的47所土地掠夺大学。我们发现,地方政府工作单位倾向于在城市地区采用声明,那里有联邦政府承认的部落,以及有100多名美国原住民学生的机构。土地承认声明通常也会提到当地土著人民,但往往无法明确他们对他们的责任,包括肤浅的手势,以及中心的多元文化语言。我们提供了“修辞移除”来描述抢夺土地的大学使用有选择地抹去土著人民的语言的倾向,因此,我们认为声明必须直接解决定居者殖民时期的暴力遗产,并重新分配对土著学生和与土著民族的伙伴关系的物质支持。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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