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Original Articles

Caregiving as refusal in the academyFootnote*

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Pages 215-222 | Received 11 Aug 2017, Accepted 28 Oct 2017, Published online: 15 Jan 2018
 

Abstract

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.

Notes

* For Carmelita Mary Louise Gonzalez and Dolores Aguila Stewart

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