{"title":"“我们可以做得更好”:大学领导谈论部落与大学的关系","authors":"Theresa Stewart-Ambo","doi":"10.3102/0002831220983583","DOIUrl":null,"url":null,"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.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"“We Can Do Better”: University Leaders Speak to Tribal-University Relationships\",\"authors\":\"Theresa Stewart-Ambo\",\"doi\":\"10.3102/0002831220983583\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":48375,\"journal\":{\"name\":\"American Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2021-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0002831220983583\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0002831220983583","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“We Can Do Better”: University Leaders Speak to Tribal-University Relationships
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.
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.