Contested Places: Addressing the TRC in Higher Education

Autor/inn/en	Styres, Sandra; Zinga, Dawn; Douglas, Velta; Purton, Fiona
Titel	Contested Places: Addressing the TRC in Higher Education
Quelle	In: Research in Education, 110 (2021) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Styres, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523720937322
Schlagwörter	Foreign Countries; Universities; Canada Natives; College Students; College Faculty; Racial Bias; Job Security; Social Isolation; Power Structure; Fatigue (Biology); Violence; College Environment + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Collegestudent; Fakultät; Racial discrimination; Rassismus; Arbeitsplatzsicherheit; Soziale Isolation; Fatigue; Ermüdung; Gewalt; Hochschulumwelt
Abstract	Using a Community-First Land-Centered Framework this article reflects on an analysis of the research findings of a SSHRC funded research project. The project examined the ways two universities were interpreting and taking up the TRC report and its 94 Calls to Action. This is a crucial time in Canada's relationship with Indigenous Peoples and the results of this research demonstrate that reconciliation remains a complex and challenging endeavour that has no quick fixes and further, that universities play a key role making the meaningful changes that are urgently needed to to make higher education welcoming and supportive for Indigenous Peoples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01