'I Am Exhausted:' Everyday Occurrences of Being Native American

Autor/in	Masta, Stephanie
Titel	'I Am Exhausted:' Everyday Occurrences of Being Native American
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 9, S.821-835 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masta, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1499984
Schlagwörter	Graduate Students; American Indian Students; Student Experience; Self Concept; Sense of Community; Student Attitudes; Personal Narratives; Power Structure; Barriers; Equal Education; Higher Education; Educational Experience; Stereotypes; Peer Relationship; Ethnicity; Racial Bias; Consciousness Raising + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Selbstkonzept; Schülerverhalten; Erlebniserzählung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Klischee; Peer-Beziehungen; Ethnizität; Racial discrimination; Rassismus; Bewusstseinsbildung
Abstract	In this study, I used small stories narrative and Indigenous methodology to understand the everyday occurrences of Native American students and to highlight the complex relationship between their identity, their sense of belonging in graduate school, and their view of education. The experiences of the participants were marked by two things: the experience of ongoing colonization and the experience of defending Native identity. By focusing on the small narrative stories of their everyday experiences, my research illustrates how ongoing colonialization creates situations where students need to defend their identities. Not only is small stories research one way to avoid some of the more essentialist problems of grand narratives, it provides one possible way to move forward and to demonstrate and deconstruct the problematic power structures in higher education that prevent Native American students from accessing equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01