Caregiving as refusal in the academy

Bibliographic Data

ID12214950
AuthorsTheresa Stewart-Ambo (0000-0003-1328-8448, Department of Education Studies, University of California, La Jolla, CA, USA, corresponding author)
Year2018
Volume31
Issue3
Pages215-222
Publication date2018-01-15
Open AccessNo
TypeARTICLE
VenueInternational Journal of Qualitative Studies in Education (JOURNAL)
Journal identifiersISSN: 0951-8398 • E-ISSN: 1366-5898
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2017.1401148
OpenAlexW2783753200
LanguageEN
Citations received4
References cited17

Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American Indian higher education practitioners learned principles of communal care for supporting Indigenous students in non-Native postsecondary institutions. Second, she explores how these principles act as homesteads of mutuality to love, transform, resist, and enact refusal within the academy. She draws upon the literature on American Indian student support in postsecondary education, which illustrates the importance of relationality in creating a positive college experience for Native students

Higher education · Indigenous · Indigenous Education · Native american · Native American studies · Pedagogy · Political science · Postsecondary education · Sociology · Anthropology · Evaluation of Teaching Practices · Gender Studies · Higher Education Practises and Engagement · Higher Education Research Studies · Law · Psychology

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