Looking into the Hearts of Native Peoples: Nation Building as an Institutional Orientation for Graduate Education

Autor/inn/en	Brayboy, Bryan McKinley Jones; Castagno, Angelina E.; Solyom, Jessica A.
Titel	Looking into the Hearts of Native Peoples: Nation Building as an Institutional Orientation for Graduate Education
Quelle	In: American Journal of Education, 120 (2014) 4, S.575-596 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/676908
Schlagwörter	Stellungnahme; Higher Education; American Indians; Graduate Study; Capacity Building; Social Capital; Human Capital; Governance; Social Systems; Graduate Students + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; American Indian; Indianer; Aufbaustudium; Graduiertenstudium; Hauptstudium; Sozialkapital; Humankapital; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Social system; Soziales System; Graduate Study; Student; Students; Studentin
Abstract	In this article, we suggest that graduate programs in predominantly white institutions can and should be sites of self-education and tribal nation building. In arguing this, we examine how a particular graduate program and the participants of that program engaged tribal nation building, and then we suggest that graduate education writ large must also adopt an institutional orientation of nation building. We connect Guinier's notion of democratic merit to our discussion of nation building as a way to suggest a rethinking of "success" and "merit" in graduate education. We argue that higher education should be centrally concerned with capacity building and graduates who aim to serve their communities. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10