A new model of Indigenous identity formation in Canadian postsecondary institutions What role does postsecondary education play in the formation of Indigenous identity? Some argue that this impact must be negative, not only because postsecondary education draws students away from their communities, but also because of the Eurocentric worldviews that dominate most institutions. However, according to a ground-breaking study by Barbara Barnes and Cora Voyageur, the truth is much more nuanced and surprising. During their research, Professors Barnes and Voyageur followed 60 Indigenous students from a variety of backgrounds at six postsecondary institutions in western Canada, and they present their finding here. They explore how the students’ experiences fit with conventional and Indigenous identity-formation theories, and they consider the impacts of colonization and the Indian Act. Based on the experiences of the students, Barnes and Voyageur build an entirely new model of Indigenous identity formation in Canadian postsecondary institutions.

"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

This book offers rich sociological analysis of the ways in which educational institutions influence indigenous identity formation in Chile. In doing so, Webb explores the mechanisms of new racism in schooling and demonstrates how continued forms of exclusion impact minority groups. By drawing on qualitative research conducted with Mapuche youth in schools in rural and urban settings, and in private state-subsidised and public schools, this volume provides a comprehensive exploration of how national belonging and indigeneity are articulated and experienced in institutional contexts. Close analysis of student and teacher narratives illustrates the reproduction of historically constructed ethnic and racial criteria, and demonstrates how these norms persist in schools, despite apparently progressive attitudes toward racism and colonial education in Chile. This critical perspective highlights the continued prevalence of implicit racism whereby schooling produces culturally subjective and exclusionary norms and values. By foregrounding contemporary issues of indigenous identity and education in Chile, this book adds important scholarship to the field. The text will be of interest to researchers, academics, and scholars in the fields of indigenous education, sociology of education, and international and comparative education.

"This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions: • Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students? • What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals' sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students' concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual's identity."--

The glossy and polished college videos, view books, and websites catered to the marketplace of students. Some recruitment brochures often discuss famous alumni, athletics championships, and a vibrant student life. Particularly at research universities, marketing materials may even focus on entrepreneurs and medical discoveries. These types of colleges along with others compromise the marketplace of higher education in which different types of colleges exist across a spectrum of missions, institutional sagas, and histories. Within this marketplace is a bewildering and disorienting catalog of different institutional types and classifications. This marketplace also exists within a conglomerate of rankings and ratings that are ordered by US News & World Report and Petersons. Such rankings are often connected to a larger quest for prestige and primarily facilitated by these private-sector publications, but are juxtaposed to the higher education industry-created Carnegie Classification system. The Carnegie Classification system was created as an approach to differentiate the more than 4,000 institutions by size, mission, and scope for research and policy analysis. However, this system is also integrated into broader hierarchies of accreditation and funding. However, the continued reclassification of the system in 2005, 2010, and the addition of new categories in 2018 such as doctoral/professional has advanced to “call attention to- and emphasize the importance of-the considerable institutional diversity of U.S. higher education (2005, p. 52). However, these typologies do not fully describe or conceptualize the organizational, administrative, culture, or student experiences of each of these typologies. The rankings guides and the Carnegie Classification systems often overlook more nuanced institutional types such as faith-based or “works colleges.” They also overlook the role and impact of Minority Serving Institutions (MSI). This lack of recognition often facilitates continued invisibility for different institutional types and the diverse multiple student populations they may educate and support. Therefore, this edited text seeks to expand and further the Carnegie Classification system typology, and beyond the private sector rankings. This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the various institutional types and is inspired by the words of David Thorton Moore in which it might be heartening to see a cadre of faculty and critical scholars facilitate, “a form of discourse in which teachers and students conduct an unfettered investigation of social institutions, power relations, and value commitment.” In this text, the authors describe and problematize the various institutional types as defined by accreditation, Carnegie classification, and private sector rankings.

Uncommon Schools explores the emergence of postsecondary institutions for indigenous peoples worldwide over the past fifty years.