Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power
Increasingly, a discourse of indigenizing is being articulated in United States higher education. This article contributes to the limited existing research that examines how indigenization processes, well underway in Canada, are able to transform post-secondary institutions and/or how transformation...
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2020
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ftcdlib:oai:escholarship.org:ark:/13030/qt2vt6g4qx 2023-06-06T11:53:39+02:00 Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power Steinman, Erich Scoggins, Scott 2020-01-01 application/pdf https://escholarship.org/uc/item/2vt6g4qx unknown eScholarship, University of California qt2vt6g4qx https://escholarship.org/uc/item/2vt6g4qx CC-BY-NC American Indian Culture and Research Journal , vol 44, iss 1 higher education Canada community accountability dual accountability First Nations decolonization article 2020 ftcdlib 2023-04-17T17:56:33Z Increasingly, a discourse of indigenizing is being articulated in United States higher education. This article contributes to the limited existing research that examines how indigenization processes, well underway in Canada, are able to transform post-secondary institutions and/or how transformation is resisted and contained. With attention to institutional dynamics, Native studies’ centering of community accountability, and patterns of settler-colonial power, the study centers the perspectives and experiences at one university of Indigenous students, faculty, staff, and community partners. Interviews reveal four tensions or challenges of indigenization. “Hidden contributions” are the result of Indigenous people bearing the burden of rectifying the institution’s default colonial practices. Many individuals attempt to satisfy a challenging “dual accountability” to both First Nations and the university. Contradictions and uneven advances across the university create starkly varying experiences and reveal both promising change and disappointment. Finally, participants envision going beyond indigenization and decolonization by centering Indigenous intellectual autonomy and increasing accountability to First Nations. Interpreting these experiences and perceptions through logics of inclusion, reconciliation, and decolonization, the study suggests strategic approaches to address these tensions in future efforts in Canada and the United States. Article in Journal/Newspaper First Nations University of California: eScholarship Canada |
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higher education Canada community accountability dual accountability First Nations decolonization |
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higher education Canada community accountability dual accountability First Nations decolonization Steinman, Erich Scoggins, Scott Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
topic_facet |
higher education Canada community accountability dual accountability First Nations decolonization |
description |
Increasingly, a discourse of indigenizing is being articulated in United States higher education. This article contributes to the limited existing research that examines how indigenization processes, well underway in Canada, are able to transform post-secondary institutions and/or how transformation is resisted and contained. With attention to institutional dynamics, Native studies’ centering of community accountability, and patterns of settler-colonial power, the study centers the perspectives and experiences at one university of Indigenous students, faculty, staff, and community partners. Interviews reveal four tensions or challenges of indigenization. “Hidden contributions” are the result of Indigenous people bearing the burden of rectifying the institution’s default colonial practices. Many individuals attempt to satisfy a challenging “dual accountability” to both First Nations and the university. Contradictions and uneven advances across the university create starkly varying experiences and reveal both promising change and disappointment. Finally, participants envision going beyond indigenization and decolonization by centering Indigenous intellectual autonomy and increasing accountability to First Nations. Interpreting these experiences and perceptions through logics of inclusion, reconciliation, and decolonization, the study suggests strategic approaches to address these tensions in future efforts in Canada and the United States. |
format |
Article in Journal/Newspaper |
author |
Steinman, Erich Scoggins, Scott |
author_facet |
Steinman, Erich Scoggins, Scott |
author_sort |
Steinman, Erich |
title |
Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
title_short |
Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
title_full |
Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
title_fullStr |
Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
title_full_unstemmed |
Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power |
title_sort |
cautionary stories of university indigenization: institutional dynamics, accountability struggles, and resilient settler colonial power |
publisher |
eScholarship, University of California |
publishDate |
2020 |
url |
https://escholarship.org/uc/item/2vt6g4qx |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
American Indian Culture and Research Journal , vol 44, iss 1 |
op_relation |
qt2vt6g4qx https://escholarship.org/uc/item/2vt6g4qx |
op_rights |
CC-BY-NC |
_version_ |
1767959887904505856 |