Indigenous Students' Agency vis-à-vis the Practices of Recognition and Invisibilization in a Multilingual University

Autor/inn/en	Álvarez Valencia, José Aldemar; Miranda, Norbella
Titel	Indigenous Students' Agency vis-à-vis the Practices of Recognition and Invisibilization in a Multilingual University
Quelle	In: Teaching in Higher Education, 27 (2022) 4, S.470-488 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miranda, Norbella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2053952
Schlagwörter	Foreign Countries; Indigenous Populations; Undergraduate Students; Multilingualism; Student Empowerment; Resistance (Psychology); Land Settlement; Aspiration; Equal Education; Colombia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Mehrsprachigkeit; Multilingualismus; Studienberechtigung; Resistenz; Siedlungsraum; Streben; Kolumbien
Abstract	This study addresses the role of Indigenous students in higher education regarding the practices of recognition and invisibilization of linguistic, ontological, and epistemic identities. We focus on a Colombian university and examine how Indigenous students contest and reshape the legacies of coloniality that permeate cultural, academic, and organizational practices. We draw on principles of a critical intercultural view in combination with elements from a decolonial perspective to explain the ways students' intersectional subjectivities, languages, and communities are represented and positioned and how students engage in agentive action to reshape and contest colonial practices. Data collection included a sociolinguistic survey, field notes, interviews, a Círculo de Palabra, and documents. Findings show that Indigenous students engage in counterhegemonic agentic enactments through processes of material and symbolic reterritorialization. Indigenous students' agency on campus, more than an individual trait, appears a collective enactment of their social, cultural, and political aspirations and historical struggles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01