'Fit' for Whom? Career Strategies of Indigenous (Maori) Academics

Autor/inn/en	Staniland, Nimbus Awhina; Harris, Candice; Pringle, Judith K.
Titel	'Fit' for Whom? Career Strategies of Indigenous (Maori) Academics
Quelle	In: Higher Education: The International Journal of Higher Education Research, 79 (2020) 4, S.589-604 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staniland, Nimbus Awhina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-019-00425-0
Schlagwörter	Indigenous Populations; Pacific Islanders; College Faculty; Career Choice; Career Development; Cultural Influences; Values; Aspiration + Suchen Sie Ihr Suchwort? Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Fakultät; Berufsentwicklung; Cultural influence; Kultureinfluss; Wertbegriff; Streben
Abstract	Despite increasing interest internationally in remedying the underrepresentation of Indigenous peoples within education, this paper highlights how the concept of 'fit' undermines efforts to 'indigenise the academy'. Drawing from a national study with Indigenous (Maori) academics, we utilise Indigenous methodologies to explore the extent of career fit for Maori business academics, defined as the level of compatibility between career experiences and individual needs and interests. Our findings go beyond the examination of fit, to highlight how two career strategies, namely, 'strategic academic career navigation' and 'carving a meaningful career', are adopted in response to (mis)fit in the academy in attempts to construct meaningful careers. We conclude that international efforts to enhance Indigenous academic representation need to account for the ways in which Indigenous values and aspirations shape career decisions and enactment. Findings from this research have implications for recruitment, retention and development strategies for Indigenous peoples, who remain a priority group in higher education as staff and students within multiple international contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01