Indigenous Peoples and Higher Education Governance: Decolonizing the Ivory Tower
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| Title: | Indigenous Peoples and Higher Education Governance: Decolonizing the Ivory Tower |
|---|---|
| Language: | English |
| Authors: | Merli Tamtik (ORCID |
| Source: | Higher Education Policy. 2025 38(3):577-599. |
| Availability: | Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.palgrave.com/us/social-science/education |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Indigenous Populations, Higher Education, Governance, Decolonization, Educational Change, Indigenous Knowledge, Capacity Building, Research Universities, Foreign Countries, College Faculty, College Administration, Decision Making |
| Geographic Terms: | Canada |
| DOI: | 10.1057/s41307-024-00361-4 |
| ISSN: | 0952-8733 1740-3863 |
| Abstract: | Indigenous communities are reshaping higher education governance structures worldwide. Guided by Indigenous knowledges, this paper introduces a new theoretical approach to examining institutional change that centers around decolonization and focuses on returning control, building capacity, and connecting to land. The document analysis covered institutional plans and Indigenous strategies of fifteen research-intensive Canadian universities (U15) alongside conversations with 10 Indigenous faculty members. The paper provides empirical evidence of how Indigenous knowledges have started to shape the highly resistant institutional structures of the academy. However, the changes made toward meaningful decolonization of higher education governance remain limited. This raises the pressing need for unpacking what decolonization would mean in a context where administrative decisions continue to be made by the dominant cultural group. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489430 |
| Database: | ERIC |
| Abstract: | Indigenous communities are reshaping higher education governance structures worldwide. Guided by Indigenous knowledges, this paper introduces a new theoretical approach to examining institutional change that centers around decolonization and focuses on returning control, building capacity, and connecting to land. The document analysis covered institutional plans and Indigenous strategies of fifteen research-intensive Canadian universities (U15) alongside conversations with 10 Indigenous faculty members. The paper provides empirical evidence of how Indigenous knowledges have started to shape the highly resistant institutional structures of the academy. However, the changes made toward meaningful decolonization of higher education governance remain limited. This raises the pressing need for unpacking what decolonization would mean in a context where administrative decisions continue to be made by the dominant cultural group. |
|---|---|
| ISSN: | 0952-8733 1740-3863 |
| DOI: | 10.1057/s41307-024-00361-4 |
