Pushing against the Margins: Indigenous Theorizing of "Success" and Retention in Higher Education

Autor/in	Pidgeon, Michelle
Titel	Pushing against the Margins: Indigenous Theorizing of "Success" and Retention in Higher Education
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 10 (2009) 3, S.339-360 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Higher Education; Indigenous Populations; Graduation Rate; College Administration; Integrity; Educational Experience; Academic Persistence; School Holding Power; Social Theories; World Views; Cultural Differences; Success; Foreign Countries; Canada Natives + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; College administrators; Hochschulverwaltung; Integrität; Bildungserfahrung; Gesellschaftstheorie; World view; Weltanschauung; Kultureller Unterschied; Erfolg; Ausland
Abstract	What does it mean to be "successful" in higher education? For some in mainstream society, the value is placed on the financial status gained from a university education. Governments and university administration measure success through graduation rates. While the economic and social benefits of a university education are also important to Aboriginal people, successful negotiation of mainstream higher education also entails maintaining their cultural integrity (Tierney & Jun, 2001). Broadening notions of success and corresponding retention theories is important to move forward the agenda of Aboriginal higher education. The purpose of this article is to further the theoretical and practical discussions of educational success of Aboriginal students. Using social reproduction theory and a post-colonial framework, this article presents an argument that shows how/why conventional discourses on retention and student success often exclude Indigenous understandings and worldviews. To this end, it provides a counter-hegemonic on current discourses relating to retention and Aboriginal persistence in mainstream institutions. The article concludes with some thoughts on how to enrich the educational experiences of Aboriginal students from an Indigenous understanding of success and retention. (Contains 1 figure and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10