Bibliographic Details
| Title: |
UNDERSTANDING THE HEARTWORK OF INDIGENOUS STUDENT SERVICES DURING THE CHALLENGING TIMES OF RECONCILIATION, DECOLONIZATION, AND INDIGENIZATION. |
| Authors: |
WATERMAN, STEPHANIE J.1, CUNNINGHAM, SHAWNA M.1, PIDGEON, MICHELLE1 |
| Source: |
Canadian Journal of Higher Education. 2025, Vol. 55 Issue 3, p85-98. 14p. |
| Subject Terms: |
*Service learning, *Cultural relevance, *Cultural literacy, Decolonization, Indigenous peoples |
| Abstract (English): |
Indigenous Student Centres (ISCs) are student affairs units specialized to serve Indigenous students and communities. These Centres are places of significance on campus for Indigenous students for their cultural relevance and embodiment of Indigenous ways of being. Professionals working in and with ISCs ground their work firmly in Indigenous Knowledges that often evoke distinct cultural protocols and ways of being. Kirkness and Barnhardt’s (1991) 4Rs of Respect, Relevance, Reciprocity, and Responsibility and Archibald’s (2008) Indigenous storywork are the foundation of the co-authors’ research with ISC staff and administrators. The history of Indigenous academic programming is shared to provide the foundation for the evolution of ISCs. The co-authors explore how ISCs holistically support Indigenous students while encountering resistance and systemic challenges, such as cultural illiteracy, by non-Indigenous units and reconciliation fatigue. They conclude with suggestions for supporting reconciliation work as an ally or good neighbour. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Les Centres étudiants autochtones (CEA) sont des unités de services spécialement conçues pour répondre aux besoins des étudiantes et étudiants et des communautés autochtones. Les CEA occupent une place importante sur les campus en raison de leur pertinence culturelle et de la manière dont ils incarnent les modes de vie autochtones. Les professionnelles et professionnels des CEA orientent leur travail à partir des savoirs autochtones, qui font souvent appel à des protocoles culturels distincts et à des façons d’être propres aux peuples autochtones. Les 4R de Kirkness et Barnhardt (1991) – Respect, Pertinence (Relevance), Réciprocité et Responsabilité – ainsi que le travail d’Archibald (2008) sur les récits autochtones constituent les fondements de la recherche des coauteures auprès du personnel et des responsables des CEA. L’histoire des programmes universitaires autochtones y est retracée afin de mieux comprendre l’évolution des CEA. Les coauteures examinent comment les CEA soutiennent de manière holistique les étudiantes et étudiants autochtones, tout en faisant face à des résistances et à des défis systémiques, tels que l’illettrisme culturel des unités non autochtones ou encore la fatigue liée au processus de réconciliation. Elles concluent en proposant des pistes pour soutenir ce travail de réconciliation dans un esprit d’alliance et de bon voisinage. [ABSTRACT FROM AUTHOR] |
|
Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
