Aligning Universities' Recruitment of Indigenous Academics with the Tools Used to Evaluate Scholarly Performance and Grant Tenure and Promotion

Autor/in	Louie, Dustin
Titel	Aligning Universities' Recruitment of Indigenous Academics with the Tools Used to Evaluate Scholarly Performance and Grant Tenure and Promotion
Quelle	In: Canadian Journal of Education, 42 (2019) 3, S.791-815 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Universities; Canada Natives; Teacher Recruitment; Teacher Evaluation; Job Performance; Faculty Promotion; Tenure; Indigenous Knowledge; Faculty Workload; Teacher Educators; Foreign Countries; Recognition (Achievement); Community Involvement; Teacher Attitudes; Resource Allocation; Scholarship; Employment Qualifications; Job Applicants + Suchen Sie Ihr Suchwort? University; Universität; Lehrerrekrutierung; Teacher appraisal; Lehrerbeurteilung; Work performance; Arbeitsleistung; Amtszeit; Beschäftigungsdauer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Soziale Anerkennung; Lehrerverhalten; Ressourcenallokation; Scholarships; Stipendium; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Bewerber
Abstract	The aim of this paper is to challenge the discrepancy between candidate requirements in job postings for Indigenous scholars and their recognition in the tenure-track stream. For the purposes of this article, I conducted a scan of 11 academic positions for Indigenous scholars advertised in Canada from 2017 to 2019. One-hundred percent of the postings included an expectation for the candidate to hold Indigenous Knowledges and connections to Indigenous communities. Through the examination of seminal Indigenous scholars I unearth the capacities required to hold, maintain, and renew Indigenous Knowledges and connections to community, while simultaneously showing that none of these capacities are recognized within funding allowances, workload allotments, or tenure and promotion committees. Finally, practical recommendations are offered to post-secondary institutions to provide a supportive environment for Indigenous scholars to enjoy success while holding Indigenous Knowledges and community connections in a good way. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06