Anfang der 70er Jahre entstand in den USA ein Bildungsmodell, das die bisherige Hochschullandschaft dieses Landes entscheidend ergänzen sollte. Indigen geleitete Hochschulen, sog. Tribal Colleges bieten seither der kleinsten Minorität in den USA, American Indians, die Möglichkeit einer kulturell relevanten Hochschulbildung. Aufgrund ihrer dualen Stuktur die sowohl Merkmale indigener als auch westlich geprägter Wissenssysteme aufweist, ist eine Untersuchung mit Blick auf die Prozesse des Austausches, der Abgrenzung und der Transformationen besonders ergiebig. Im Folgenden werden sie am Beispiel einer konkreten tribalen Universität aufgezeigt und erklärt. / Tribal Colleges in the US started to evolve in the 1970s as a response to many decades of ineffective and unsuccessful ethnocentric education efforts by the federal government and religious institutions. Over a comparatively short period of time they developed into institutions of higher learning that fulfill a crucial role in Native American students’ educational attainment and similarly play a significant role in tribal community development. The Tribal College model combines aspects of western higher education with traditional American Indian forms of knowledge and is therefore particularly suited for a close examination of the processes of exchange, separation and transformation that are negotiated on a regular basis. In the following article, crucial processes will be highlighted and analyzed.

This study examines whether Tribal Colleges and Universities impact hope and pride within their surrounding communities. As part of the investigation, data was gathered through the distribution of a ten question survey to three participants at both Diné College and Comanche Nation College: the president, a student, and a community member. Further data was collected through testimonials gathered from articles within the Tribal College Journal from the past six years (2008-2013). The goal of the study is to broaden the understanding of Tribal College and University impacts within their communities, and to provide valuable information for the college-community relationship throughout Indian Country.

This study, which focuses on the experiences of Native women attending a tribal college of the Northern Cheyenne Nation, responds to the call by Baird-Olson and Ward (2000) and Almeida (1997) for research that allows Native women, or the "hidden half," to tell their stories. Scant research has examined the value of tribal schools for Native American women and the experiences they have had in relation to their reservation and college lives. Providing narratives of women's experiences can illuminate how higher education in tribal college settings holds multiple values for Native women students as it acts as a refuge and a bridge to future opportunities. Specifically, Native students, particularly women, feel empowered as they are exposed to new opportunities and have valuable mentorship experiences. To better capture Native women's experiences in higher education, I use information from both participant observation in the tribal college setting and in-depth, one on one interviews. This study holds relevance for other minority groups as well, as there are many values of education beyond simply earning a degree. In this study, Native women recount their personal stories of life on the reservation, the value of mentorship and education, and their ideas of success, inspired by their love for their community. It further highlights the value of simply listening to the stories of women who are resilient despite the odds they face. Allowing their voices to be heard and their personal histories to be told is an integral part of understanding their story.

abstract: This dissertation examines a long-term activist effort by American Indian educators and intellectual leaders to work for greater Native access to and control of American higher education. Specifically, the leaders of this effort built a powerful critique of how American systems of higher education served Native individuals and reservation communities throughout much of the twentieth century. They argued for new forms of higher education and leadership training that appropriated some mainstream educational models but that also adapted those models to endorse Native expressions of culture and identity. They sought to move beyond the failures of existing educational programs and to exercise Native control, encouraging intellectual leadership and empowerment on local and national levels. The dissertation begins with Henry Roe Cloud (Winnebago) and his American Indian Institute, a preparatory school founded in 1915 and dedicated to these principles. From there, the words and actions of key leaders such as Elizabeth Roe Cloud (Ojibwe), D’Arcy McNickle (Salish Kootenai), Jack Forbes (Powhatan-Renapé, Delaware-Lenape), and Robert and Ruth Roessel (Navajo), are also examined to reveal a decades-long thread of Native intellectual activism that contributed to the development of American Indian self-determination and directly impacted the philosophical and practical founding of tribal colleges and universities (TCUs) in the 1960s and 1970s. These schools continue to operate in dozens of Native communities. These individuals also contributed to and influenced national organizations such as the National Congress of American Indians (NCAI) and the National Indian Youth Council (NIYC), while maintaining connections to grassroots efforts at Native educational empowerment. The period covered in this history witnessed many forms of Native activism, including groups from the Society of American Indians (SAI) to the American Indian Movement (AIM) and beyond. The focus on “intellectual activism,” however, emphasizes that this particular vein of activism was and is still oriented toward the growth of Native intellectualism and its practical influence in modern American Indian lives. It involves action that is political but also specifically educational, and thus rests on the input of prominent Native intellectuals but also on local educators, administrators, government officials, and students themselves. / Dissertation/Thesis / Doctoral Dissertation History 2017

abstract: This dissertation focuses on traditional arts at the Institute of American Indian Arts (IAIA) as a form of place-based education by asking the question, what is the role of traditional arts at IAIA? Through a qualitative study students, faculty, staff, and alumni were interviewed to gain their perspectives on education, traditional arts, and the role of traditional arts at IAIA. Through analysis of these interviews, it was found that participants viewed traditional arts as a form of place-based education and that these practices should play an important role at IAIA. This study also looks at critical geography and place-based practice as a form of anti-colonial praxis and an exercise of tribal sovereignty. Colonization restructures and transforms relationships with place. Neo-colonialism actively seeks to disconnect people from their relationship with the environment in which they live. A decline in relationship with places represents a direct threat to tribal sovereignty. This study calls on Indigenous people, and especially those who are Pueblo people, to actively reestablish relationships with their places so that inherent sovereignty can be preserved for future generations. This study also looks at the academic organization of IAIA and proposes a restructuring of the Academic Dean and Chief Academic Officer (AD&CAO) position to address issues of transition, efficiency, and innovation. The extensive responsibilities of this position cause several serious concerns. The policy paper proposes that the academic programs be divided thematically into 2 schools that will allow greater flexibility and adaptive practices to emerge out of the academic division at IAIA. The combination of restructuring the academic division at IAIA, my theoretical argument promoting place-based praxis as anti-colonial practice, and my research into the application of place-based programming at IAIA all support my overall goal of supporting Pueblo communities through my own work. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2018

This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all academic disciplines. Considerable implications include that an increase of American Indian environmental studies graduates may have a positive impact on environmental justice matters as well as the ability to promote new agricultural technologies. Additional implications include how mainstream universities will adapt to an increase of native students studying the sciences rather than liberal arts.

Tribal Colleges and Universities (TCUs) are educational institutions owned by Native American tribes intended to address the failure of the education system to support Indigenous students. Significant research has been done on the value of culturally sustaining pedagogy (CSP) and on TCUs, but little has been done to examine whether and how TCUs implement CSP. This study aims to fill that gap by examining teaching at Chief Dull Knife College (CDKC), a tribal college on the Northern Cheyenne reservation. Interviews were conducted with eight white faculty members and four Cheyenne administrators at CDKC. Analysis of the interviews revealed that the instructors saw building personal connections with students as the foundation of teaching at CDKC and that they engaged in attempts at individual adaptation and structural change to support such teaching. The Cheyenne administrators found these efforts valuable, but suggested that more needed to be done to foster a connection between the white faculty members and the Cheyenne community and culture. Ultimately, this study reveals that instructors at CDKC are attempting to implement CSP, but that there are still gaps in that implementation. The interviews suggest that further structural changes are needed at CDKC to better support CSP and ensure that students are receiving the support they need to succeed.

No description available.

The United States is in the middle of a gripping nursing shortage; a shortage that is putting patients' lives in danger. This study determined the impact community and tribal colleges in severely economically distressed counties of the United States have on the nursing shortage faced by health care facilities serving these areas. The initial sample of 24 institutions selected in the Ford Foundation's Rural Community College Initiative (RCCI) (1995-2000). Data were collected from the Fall 1998 National Study of Post Secondary Faculty to obtain characteristics of faculty and from the 2003 Integrated Postsecondary Education Data System (IPEDS) to obtain characteristics of students, both at all publicly-controlled community colleges, all tribal colleges, and the 24 RCCI colleges that included 18 community and six tribal colleges. A survey was sent to the directors/deans/chairs of the nursing programs to ascertain issues related to the nursing program, nursing faculty, and nursing students. Respondents were asked to identify the healthcare facilities used for students' clinical experiences. A survey was then sent to each of these facilities asking about rural health, and source of nursing staff. Findings: 1) 87% of these these rural healthcare facilities are experiencing a significant shortage of nurses, and they are challenged to recruit and retain nursing staff; 2) Nursing programs, including both Licensed Practical Nursing and Associate's Degree Nursing are important to these rural community and tribal colleges, have seen growth over the past 5 years and expect to continue growth (86%); 3) Financial aid for nursing students is critically important; 4) Students are predominantly white and female; minorities are significantly under-represented; 5) Lack of subsidized public transportation and child care for nursing students even at tribal colleges are barriers that impact program completion; and 6) A shortage of nursing faculty exists at rural community and tribal colleges that negatively impacts student enrollment in these programs, thus reducing the rural nursing workforce pipeline. It is the rural community and tribal college nursing programs help provide severely economically distressed counties of the United States with the nursing workforce needed to decrease the nurse to patient ratio.

No description available.