Indigenous Graduate and Professional Students Decolonizing, Reconciling, and Indigenizing Belongingness in Higher Education

Autor/inn/en	Alejandro, Adam J.; Fong, Carlton J.; De La Rosa, Yvonne M.
Titel	Indigenous Graduate and Professional Students Decolonizing, Reconciling, and Indigenizing Belongingness in Higher Education
Quelle	In: Journal of College Student Development, 61 (2020) 6, S.679-696 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Graduate Students; American Indian Students; Indigenous Populations; Indigenous Knowledge; Males; Student Experience; Case Studies; Autobiographies; Ethnography; Sense of Community; Humanization; Student Attitudes; Personal Narratives; Texas + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Sinti und Roma; Male; Männliches Geschlecht; Studienerfahrung; Case study; Fallstudie; Case Study; Autobiography; Autobiografie; Autobiographie; Ethnografie; Humanisierung; Schülerverhalten; Erlebniserzählung
Abstract	Although sense of belonging has been conceptualized by higher education institutions in marginalizing ways, we reclaim the construct as authentic relationships characterized by humanization, mutuality, and respect for students' cultural assets, values, and social identities. To dismantle colonizing perspectives and foreground Indigenous ways of knowing and being, our study reflects the narratives of three cis male, Indigenous graduate and professional students and their educational experiences in the US. In a collective case study with an autoethnographic lens, our findings highlight decolonizing aspects of belonging, embracing Indigenous values of the Peoplehood matrix, emphasizing relationality in community, and bridging Indigenous knowledge with academe. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01