“我们可以做得更好”:大学领导谈论部落与大学的关系

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-01-10 DOI:10.3102/0002831220983583
Theresa Stewart-Ambo
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引用次数: 5

摘要

大学领导在教育机构中发挥着一定程度的影响力,在决定机构如何实施其所支持的使命和支持严重边缘化的校园社区方面发挥着关键作用。大学如何解决和改善代表性最不足的社区的教育成果?本文介绍了一项说明性多案例研究的新发现,该研究考察了加州两所公立大学与当地美洲印第安人民族之间的关系。作为理解“部落-大学关系”现状的初步步骤,我提出了关于大学领导对美国印第安人的看法和知识的调查结果,以及与当地土著民族的具体关系。使用部落批判种族理论作为分析框架,我假设殖民、联邦承认和教育实践如何影响课程、政治和经济关系。
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“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.
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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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