Indigenous Knowledges, Universities, and Alluvial Zones of Paradigm Change

Autor/in	Marker, Michael
Titel	Indigenous Knowledges, Universities, and Alluvial Zones of Paradigm Change
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 4, S.500-513 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1393398
Schlagwörter	Indigenous Populations; Indigenous Knowledge; Place Based Education; College Faculty; Graduate Students; Foreign Policy; Acculturation; Metacognition; Scholarship; Doctoral Programs; Supervisor Supervisee Relationship; Teacher Student Relationship; American Indians; Canada Natives; Universities; Foreign Countries + Suchen Sie Ihr Suchwort? Sinti und Roma; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Außenpolitik; Akkulturation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Scholarships; Stipendium; Doktorandenprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; American Indian; Indianer; University; Universität; Ausland
Abstract	In the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed -- and continues to suppress -- Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author's own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending -- and bending -- of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01