No detailed description available for "Reclaiming Indigenous Research in Higher Education".

Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education. Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.

Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods encourages readers to design and engage in methodologies and methods that place cultural relevancy at the center of inquiry. In doing so, it highlights the need to uplift voices and needs of people who have been historically marginalized in the environments that we both inhabit and engage in as part of knowledge construction. The scholars whose work is featured in this volume take up research from different paradigmatic, ontological, epistemological, axiological, and methodological approaches – yet, with adherence to centering cultural responsiveness in all research decisions. Each chapter seeks to extend understandings of social inequities, methodologies, and/or methods – and to contribute to meaningful and evolving social change through innovative and cutting-edge research strategies. While doing this work, the authors illustrate and highlight the importance of researcher positions and reflexivity in supporting the expansion of culturally responsive approaches; they also do so while considering global sociopolitical conditions of this moment in time. The contributions to this volume were initially presented at the first biennial Advanced Methods Institute in 2021. The Institute was hosted by QualLab in The Ohio State University’s College of Education and Human Ecology and shared this volume’s thematic focus. As a handbook, the volume can help faculty and advanced researchers with interest in doing culturally responsive projects to better understand frameworks, approaches, and considerations for doing so. It includes activities to support readers in developing said understandings.

During the 2020 and 2021 phases of the global COVID-19 pandemic, there was significant prognostication regarding what internationalization in higher education would look like in its aftermath. Within the field of international education, many stated the need to reimagine internationalization in and of higher education in the face of severe budget cuts, restrictions on travel, and increased government protectionism in the face of growing nationalistic populism globally to name a few challenges. Absent from many of those discussions, however, were the voices of many leader-practitioners who have had to think flexibly about internationalization in higher education in order to sustain and grow programs throughout the last 20 years despite numerous exogenous factors, e.g., earlier economic recessions and viral outbreaks, along with endogenous factors like internal leadership transitions and institutional reorganizations. Wisconsin in the World explores how internationalization at the University of Wisconsin–Madison (UW) has been a decades-long, ongoing endeavor. Against that backdrop, the various chapters also provide a snapshot of how people across the UW campus were reflecting on their work amidst the COVID-19 pandemic and on the implications of the pandemic regarding the future of campus internationalization. The book is organized into four overarching sections—internationalization of the curriculum (general and language); experiential learning (co-curricular engagement and education away); establishing linkages (institutional and outreach); and administration. To highlight the expansive way campus units have been engaging in internationalization, a wide-ranging set of chapter case studies have been included. Although not exhaustive, this volume does provide a robust cross-sectional view into internationalization at UW. For international education scholars and practitioners then, a number of the chapters also highlight areas that may warrant further engagement and exploration moving forward. Finally, by examining how internationalization at UW has been informed by the Wisconsin Idea, this book explores how institutional internationalization strategies can align with and be tailored to institutional values for long-term sustainability. In addition to the 34 chapters focusing on different units and programs at UW, Wisconsin in the World also includes a number of contributions from colleagues at other institutions. Each section has a lead-in chapter which provides an overview of the scholarship in that particular area and/or a concluding chapter from a scholar-practitioner situating the UW “cases” in relation to their own work. The intention of structuring the book this way was to facilitate a dialogue among UW colleagues, across institutions, and with the scholarship in the field. The target audience for Wisconsin in the World includes practitioners or scholar practitioners in the field of international education (study abroad, education away, internships, partnerships, program development), as well as faculty and students in global higher education or comparative and international education graduate programs. Additionally, this volume may be of general interest for any higher education administrator who may not have a background in international education but may become responsible for programs and support within a school or college context (e.g., a dean or department chair).

Applying Indigenous Research Methods focuses on the question of "How" Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education. In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers, and community members. Applying Indigenous Research Methods is an interdisciplinary showcase of the ways IRMs can enhance scholarship in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies, and beyond.

This fascinating book provides a groundbreaking resource for innovative approaches to qualitative inquiry that address equity and justice and equip readers with tools to enact these approaches in their own work. Comprising contributions from award-winning qualitative scholars, chapters show how methodologies can be employed to address social issues and problems from the social-political milieu including education, COVID-19, racial inequalities, health inequalities, climate change, and debates around gender diversity amongst others. This book offers the new and innovative paradigms, methodologies, and methods a cutting-edge group of scholars has crafted as well as the ‘how to’ so readers may employ these approaches in dissertations, grants, and various research team scholarship. Contributors reimagine the next generation of “rigorous” qualitative methodologies by pushing on the boundaries of existing methodological approaches as well as presenting new ways of engaging in research that prioritise innovation, equity and justice. This unique edited volume is aimed at students and researchers studying or using qualitative methodologies and inquiry who wish to be exposed to emergent conceptualizations and innovations regarding qualitative research methodology and its congruent methods.

In the updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including low-income students, Students of Color, international students, students with disabilities, religious minority students, student-athletes, part-time students, adult learners, military-connected students, graduate students, and others. New in this third edition is the inclusion of chapters on Indigenous students, student activists, transracial Asian American adoptee students, justice-involved students, student-parents, first-generation students, and undocumented students. The forward-thinking, practical, anti-deficit-oriented strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at a range of postsecondary institutions. Current and future faculty members, higher education administrators, and student affairs educators will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.