Indigenous Identity Formation in Postsecondary Institutions

Indigenous Identity Formation in Postsecondary Institutions
Author: Barbara G. Barnes
Publisher: Brush Education
Total Pages: 138
Release: 2020-10-25
Genre: Social Science
ISBN: 1550598546
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A new model of Indigenous identity formation in Canadian postsecondary institutions What role does postsecondary education play in the formation of Indigenous identity? Some argue that this impact must be negative, not only because postsecondary education draws students away from their communities, but also because of the Eurocentric worldviews that dominate most institutions. However, according to a ground-breaking study by Barbara Barnes and Cora Voyageur, the truth is much more nuanced and surprising. During their research, Professors Barnes and Voyageur followed 60 Indigenous students from a variety of backgrounds at six postsecondary institutions in western Canada, and they present their finding here. They explore how the students’ experiences fit with conventional and Indigenous identity-formation theories, and they consider the impacts of colonization and the Indian Act. Based on the experiences of the students, Barnes and Voyageur build an entirely new model of Indigenous identity formation in Canadian postsecondary institutions.

Indigenous Identity Formation in Post-secondary Institutions

Indigenous Identity Formation in Post-secondary Institutions
Author: Barbara G. Barnes
Publisher:
Total Pages:
Release: 2020
Genre: College students
ISBN: 9781550598551
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"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

Indigenous Identity Formation in Post-secondary Institutions

Indigenous Identity Formation in Post-secondary Institutions
Author: Barbara G. Barnes
Publisher:
Total Pages:
Release: 2020
Genre: College students
ISBN: 9781550598568
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"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

Indigenous Identity Formation in Chilean Education

Indigenous Identity Formation in Chilean Education
Author: Andrew Webb
Publisher: Routledge
Total Pages: 216
Release: 2021-09-09
Genre: Education
ISBN: 1000436594
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This book offers rich sociological analysis of the ways in which educational institutions influence indigenous identity formation in Chile. In doing so, Webb explores the mechanisms of new racism in schooling and demonstrates how continued forms of exclusion impact minority groups. By drawing on qualitative research conducted with Mapuche youth in schools in rural and urban settings, and in private state-subsidised and public schools, this volume provides a comprehensive exploration of how national belonging and indigeneity are articulated and experienced in institutional contexts. Close analysis of student and teacher narratives illustrates the reproduction of historically constructed ethnic and racial criteria, and demonstrates how these norms persist in schools, despite apparently progressive attitudes toward racism and colonial education in Chile. This critical perspective highlights the continued prevalence of implicit racism whereby schooling produces culturally subjective and exclusionary norms and values. By foregrounding contemporary issues of indigenous identity and education in Chile, this book adds important scholarship to the field. The text will be of interest to researchers, academics, and scholars in the fields of indigenous education, sociology of education, and international and comparative education.

Indigenous Identity Formation in Post-secondary Institutions

Indigenous Identity Formation in Post-secondary Institutions
Author: Barbara G. Barnes
Publisher:
Total Pages:
Release: 2020
Genre: College students
ISBN: 9781550598575
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"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

Lifelong Learning as Critical Action

Lifelong Learning as Critical Action
Author: André P. Grace
Publisher: Canadian Scholars’ Press
Total Pages: 308
Release: 2013-10-30
Genre: Education
ISBN: 1551305461
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In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit. A detailed and thoughtful critique of the e ects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations. An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.

Learning and Reconciliation Through Indigenous Education in Oceania

Learning and Reconciliation Through Indigenous Education in Oceania
Author: Pangelinan, Perry Jason Camacho
Publisher: IGI Global
Total Pages: 330
Release: 2021-12-10
Genre: Social Science
ISBN: 1799877388
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The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.

The New Buffalo

The New Buffalo
Author: Blair Stonechild
Publisher: Univ. of Manitoba Press
Total Pages: 201
Release: 2006
Genre: Education
ISBN: 088755377X
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Post-secondary education, often referred to as "the new buffalo," is a contentious but critically important issue for First Nations and the future of Canadian society. While First Nations maintain that access to and funding for higher education is an Aboriginal and Treaty right, the Canadian government insists that post-secondary education is a social program for which they have limited responsibility. In "The New Buffalo, "Blair Stonechild traces the history of Aboriginal post-secondary education policy from its earliest beginnings as a government tool for assimilation and cultural suppression to its development as means of Aboriginal self-determination and self-government. With first-hand knowledge and personal experience of the Aboriginal education system, Stonechild goes beyond merely analyzing statistics and policy doctrine to reveal the shocking disparity between Aboriginal and Canadian access to education, the continued dominance of non-Aboriginals over program development, and the ongoing struggle for recognition of First Nations run institutions.

Aboriginal Education

Aboriginal Education
Author: Marlene Brant Castellano
Publisher: UBC Press
Total Pages: 298
Release: 2007-10
Genre: Education
ISBN: 0774852011
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Documents the significant gains in recent years in fulfilling this promise of education – the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations.

Filipinx American Studies

Filipinx American Studies
Author: Rick Bonus
Publisher: Fordham Univ Press
Total Pages: 330
Release: 2022-06-07
Genre: Social Science
ISBN: 0823299597
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This volume spotlights the unique suitability and situatedness of Filipinx American studies both as a site for reckoning with the work of historicizing U.S. empire in all of its entanglements, as well as a location for reclaiming and theorizing the interlocking histories and contemporary trajectories of global capitalism, racism, sexism, and heteronormativity. It encompasses an interrogation of the foundational status of empire in the interdiscipline; modes of labor analysis and other forms of knowledge production; meaning-making in relation to language, identities, time, and space; the critical contours of Filipinx American schooling and political activism; the indispensability of relational thinking in Filipinx American studies; and the disruptive possibilities of Filipinx American formations. A catalogue of key resources and a selected list of scholarship are also provided. Filipinx American Studies constitutes a coming-to-terms with not only the potentials and possibilities but also the disavowals, silences, and omissions that mark Filipinx American studies. It provides a reflective and critical space for thinking through the ways Filipinx American studies is uniquely and especially suited to the interrogation of the ongoing legacies of U.S. imperialism and the urgencies of the current period. Contributors: Karin Aguilar-San Juan, Angelica J. Allen, Gina Apostol, Nerissa S. Balce, Joi Barrios-Leblanc, Victor Bascara, Jody Blanco, Alana Bock, Sony Coráñez Bolton, Lucy Mae San Pablo Burns, Richard T. Chu, Gary A. Colemnar, Kim Compoc, Denise Cruz, Reuben B. Deleon, Josen Masangkay Diaz, Robert Diaz, Kale Bantigue Fajardo, Theodore S. Gonzalves, Vernadette Vicuña Gonzalez, Anna Romina Guevara, Allan Punzalan Isaac, Martin F. Manalansan IV, Dina C. Maramba, Cynthia Marasigan, Edward Nadurata, JoAnna Poblete, Anthony Bayani Rodriguez, Dylan Rodríguez, Evelyn Ibatan Rodriguez, Robyn Magalit Rodriguez, J. A. Ruanto-Ramirez, Jeffrey Santa Ana, Dean Itsuji Saranillio, Michael Schulze-Oechtering, Sarita Echavez See, Roy B. Taggueg Jr.