ERIC Number: EJ1442473
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: EISSN-1470-1294
Participation, Assertion and Aspiration-Indigenous Teacher Agency in Higher Education
Teaching in Higher Education, v29 n7 p1813-1831 2024
Educational research often silences teachers' voices, distorting perspectives. This article delves into the marginalized voices of educators and administrators, focusing on Indigenous agencies within higher education (HE) in the state of Jharkhand, India. Employing the narrative interview method of oral history, it elucidates life stories through lived experiences amidst conflicting educational paradigms. Drawing from the author's doctoral research, the article provides a historical and socio-political context of colonial legacies and contemporary challenges faced by Indigenous communities in India self-identifying as 'Adivasi.' Synthesizing an analytical framework through a ground-up approach, agency theories uncover new themes within HE's temporal, spatial, and personal-social space. The findings describe counter-strategies against systemic denial of Indigenous agency within HE, contributing to discussions on the requirement of context-specific epistemic frameworks for India's Tribal communities to assert their voices and choices in HE.
Descriptors: Foreign Countries, Indigenous Personnel, Indigenous Populations, College Faculty, College Students, Diversity (Faculty), Cultural Isolation, Personal Autonomy, Teacher Empowerment, Occupational Aspiration, Educational Discrimination, Racial Discrimination
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A