125
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Participation, assertion and aspiration-indigenous teacher agency in higher education

ORCID Icon
Received 16 Oct 2023, Accepted 15 May 2024, Published online: 04 Jun 2024

References

  • AAUP. 2001. Statement on governance of colleges and universities, 1967. policy documents and reports, (9th ed.). Washington, D.C: American Association of University Professors.
  • Agrawal, A. 2002. Indigenous knowledge and the politics of classification. International Social Science Journal 54, no. 173: 287–97.
  • Ahenakew, C., V.D.O. Andreotti, G. Cooper, and H. Hiremw. 2014. Beyond epistemic provincialism: de-provincializing indigenous resistance. AlterNative: An International Journal of Indigenous Peoples 10, no. 3: 216–31.
  • Bajaj, M., and M. Pathmarajah. 2011. En gender ing agency: the differentiated impact of educational initiatives in Zambia and India. Feminist Formations 23, no. 3: 48–67.
  • Bell, P., C.M. Hoadley, and M.C. Linn. 2004. Design-based research in education. In Internet environments for science education, eds. E. A. Davis, P. Bell, and M. C. Linn, 73–84. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Beteille, A. 2018. The concept of tribe with special reference to India. European Journal of Sociology 27, no. 2: 297–318.
  • Bhukya, B. 2021. Featuring Adivasi/Indigenous Studies. Economic and Political Weekly, 13–7.
  • Birnbaum, R. 2004. The end of shared governance: looking ahead or looking back. New Directions for Higher Education 2004, no. 127: 5–22.
  • Bodhi, S.R. 2022. Tribal studies in India: pre and post-xaxa. Journal of Tribal Intellectual Collective India (Tribal Intellectual Collective India) 6, no. 1: 70–89.
  • Bourdieu, P., and J.C. Passeron. 1977. Reproduction in education, society and culture, (1st ed.). London: Sage Publications.
  • Bucholtz, M. 2002. Youth and cultural practice. Annual Review of Anthropology 31, no. 1: 525–52.
  • CABE. 2005. Cabe committee report on autonomy. New Delhi: Government of India.
  • Calvert-Minor, C. 2011. “Epistemological communities” and the problem of epistemic agency. Social Epistemology 25, no. 4: 341–60.
  • Census. 2011. Census Report of India. Ministry of Statistics and Programme Implementation.
  • Chanana, K. 2003. Visibility, gender, and the careers of women faculty in an Indian university. MCGILL Journal oF Education 38, no. 3: 381–90.
  • Chandrasegaran, J., and P. Padmakumari. 2018. The role of self-fulfilling prophecies in education: teacher-student perceptions. Journal on Educational Psychology 12, no. 1: 8–18.
  • Chismaya, G., J. DeJaeghere, N. Kendall, and M. Khan. 2012. Gender and education for all: progress and problems in achieving gender equity. International Journal of Educational Development 32, no. 6: 743–55.
  • Clandinin, D. J., and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.
  • Cong-Lem, N. 2021. “Researching teacher agency from Vygotsky’s developmental perspective.” www.figshare.com. 26 February. https://figshare.com/authors/Ngo_Cong-Lem/7254149.
  • Connelly, F.M., and D.J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19, no. 5: 2–14.
  • Cornell, S., and J.P. Kalt. 1994. What can tribes do? strategies and institutions in American Indian economic development. American Indian Quarterly 18, no. 2: 250–1.
  • Creswell, J.W. 2007. Qualitative inquiry and research design. London: Sage Publications.
  • Creswell, J.W. 2013. Qualitative inquiry & research design: choosing among five approaches, (3rd ed.). Thousand Oaks, California: Sage Publishers.
  • Crocker, D., and I. Robeyns. 2009. Capability and agency. In Amartya sen, ed. C. W. Morris, Cambridge: Cambridge University Press.
  • Dastider, M. 2016, June 18. Marginalised as minority-tribal citizens and border thinking in India. Economic and Political Weekly 51, no. 25: 48–54.
  • DeJaeghere, J.G., J. Josić, and K.S. McCleary. 2016. Education and youth agency qualitative case studies in global contexts. Switzerland: Springer International Publishing.
  • Delpit, L.D. 1988. The silenced dialogue: power and pedagogy in educating other people's children. Harvard Educational Review 53, no. 3: 280–298.
  • De Mel, R.L., D.M. Albiento, P. Chitrakar, M. Liyanagamage, H. Samarasinghe, A.E. Lareza, K. Baingan, et al. 2023. Toolkit on indigenous evaluations for Asia pacific region. Manila: Asia Pacific Evaluation Association & EvalIndigenous.
  • Denzin, N.K., and Y.S. Lincoln. 2011. The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage.
  • de Sousa Santos, B. 2018. The end of the cognitive empire the coming of age of epistemologies of the south. London: Duke University Press.
  • Dillabough, J.A., and J. Kennelly. 2010. Lost youth in the global city: class culture and the urban imaginary. New York: Routledge.
  • Emirbayer, M., and A. Mische. 1998. What is agency? American Journal of Sociology 103, no. 4: 962–1023.
  • Eteläpelto, A., K. Vähäsantanen, P. Hökkä, and S. Paloniemi. 2013. What is agency? conceptualizing professional agency at work. Educational Research Review 10: 45–65.
  • Eurydice. 2008. Higher education governance in Europe: policies, structures, funding and academic sta. Brussels: European Commission.
  • Evans, K. 2007. Concepts of bounded agency in education, work, and the personal lives of young adults. International Journal of Psychology 42: 85–93.
  • Fernandez, B. 2018. Silence as a form of agency? Exploring the limits of an idea. In In ethical responsiveness and the politics of difference, eds. A. A. Mondal, and T. Dreher, 187–204. London: Palgrave Macmillan. Cham.
  • Fielden, J. 2008. Global trends in unversity governance. education working paper. Washington DC2: World Bank.
  • Givens, J.R. 2021. Fugitive pedagogy: Carter G. Woodson and the art of black teaching. Massachusetts: Harvard University Press.
  • Hall, B.L., and R. Tandon. 2017. Decolonization of knowledge, epistemicide, participatory research and higher education. Research for All 1, no. 1: 6–91.
  • Hansda, S.S. 2015. Adivasi will not dance: stories. New Delhi: Speaking Tiger Publishing Pvt. Ltd.
  • Hargreaves, A. 1996. Revisiting voice. Educational Researcher 25: 12–9.
  • Hart, C.S. 2012. Aspirations, education and social justice: applying Sen and Bourdieu. London: Bloomsbury.
  • Hasnain, N. 1991. Tribal India. New Delhi: Palaka Prakashan.
  • IDIA. 2022. Idia decolonised research framework. Research framework. Aotearoa, New Zealand: Indigenous Design and Innovation Aotearoa.
  • Jeffery, C., P. Jeffery, and R. Jeffery. 2005. When schooling fails: young men, education and low-caste politics in rural north India. Contributions to Indian Sociology 39, no. 1 : 1–38.
  • Kapur, D., and P.B. Mehta. 2004. Indian higher education reform: from half baked socialism to half baked capitalism. CID Working PAper No 108, Harvard University.
  • Kerr, C. 1970. Governance and functions. Daedalus 99, no. 1: 108–21.
  • King, K. 2007. Balancing basic and post-basic education in Kenya: national versus international policy agendas. International Journal of Educational Development 27, no. 4: 358–70.
  • Koligudde, C.N. 2014. Governance of higher education in India. International Journal of Social Science and Humanities Research 2, no. 3: 245–50.
  • Kumar, K. 2005. From post-industrial to post-modern society. Oxford: Blackwell Publishing.
  • Lapworth, S. 2004. Arresting decline in shared governance: towards a flexible model for academic participation. Higher Education Quarterly 58, no. 4: 299–314.
  • Lewis, J.M. 2013. Academic governance-disciplines and policy. New York: Routledge, Taylor and Francis Group.
  • López, F.A. 2017. Altering the trajectory of the self-fulfilling prophecy. Journal of Teacher Education 68, no. 2: 193–212.
  • Mahoney, J., and D. Rueschemeyer. 2003. Comparative historical analysis: achievements and agendas. In Comparative historical analysis in the social sciences, eds. J. Mahoney, and D. Rueschemeyer, 3–40. Cambridge: Cambridge University Press.
  • Mathew, A. 2016. “Reforms in higher education in india: a review of recommendations of commissions and committees on education.” CPRHE Research Paper 2, January: 31-49.
  • McAnnulla, S. 2002. Structure and agency. In Theory and methods in political science, eds. D Marsh, and G Stoker, 271–2. Basingstoke: Palgrave Macmillan.
  • McLeod, J. 2012. Vulnerability and the neo-liberal youth citizen: a view from Australia. Comparative Education 48, no. 1: 11–26.
  • Moitra, N. 2023. Tribal Agency and Governance of Higher Education in Jharkhand, India [Unpublished doctoral dissertation]. National Institute of Educational Planning and Administration, New Delhi.
  • Nambissan, G.B. 1994, October 15. Language and schooling of tribal children: issues related to medium of instruction. Economic and Political Weekly 29, no. 42: 2747–54.
  • Naudet, J. 2018. Stepping into the elite: trajectories of social achievement in India, France, and United States. New York: Oxford University Press.
  • Nikoi, A. 2016. Vocational training and agency Among Kenyan youth. In Education and youth agency- qualitative case studies in global contexts, eds. Joan G. DeJaeghere, Jasmina Josić, and Kate S. McCleary, 233–50. Switzerland: Springer.
  • NITI Aayog. 2021. SDG India index & dashboard 2020-21-partnerships in the decade of action. New Delhi: Government of India.
  • Ogaba, I. 2019. Tribal epistemology. Pinisi Discretion Review 2 (2): 205–16.
  • Ohba, A. 2011. The abolition of secondary school fees in Kenya: Responses by the poor. International Journal of Educational Development 31, no. 4: 402–8.
  • Page, A., and T. Petray. 2016. Agency and structural constraints:indigenous peoples and the Australian settler-state in north Queensland. Settler Colonial Studies 6, no. 1: 88–98.
  • Parajuli, P. 1996. No Nature Apart: Adivasi Cosmovision and Ecological Discourses in Jharkhand, India. Per presented during the ‘2nd conference on the reconstruction of jharkhand’, Cambridge, UK.
  • Royburman, B. K. 2008. Indigenous and Tribal Peoples-Gathering Mist and New Horizon. Michigan: Mittal Publications.
  • Sabharwal, N.S., E.F. Henderson, and R.S. Joseph. 2020. Hidden social exclusion in Indian academia: gender, caste and conference participation. Gender and Education 32, no. 1: 27–42.
  • Scott, J.C. 1985. Weapons of the weak: everyday forms of peasant resistance. New Haven: Yale University Press.
  • Seidman, I. 2006. Interviewing as qualitative research: a guide for researchers in education and the social sciences. Colorado: Teachers College Press.
  • Sen, A. 1993. Capability and well-being. In The quality of life, eds. M.C Nussbaum, and Amartya Sen, 30–53. London: Oxford University Press; Clarendon Press.
  • Sen, A. 2009. The idea of justice. Massachusetts: Harvard University Press and Cambridge Press.
  • Shin, J.C. 2013. Higher education governance under neoliberalism. Higher Education Forum 11: 37–52.
  • Singh, S.K. 2016. Inside jharkhand, (7th ed.). Ranchi: Crown Publications.
  • Sinha, S. 2023. Lisa delpit: disrupting cultures of power to foster transformative pedagogies. Contemporary Education Dialogue 20, no. 1: 120–39.
  • Smith, L.T. 1999. Decolonizing methodologies: research and indigenous peoples. London: Zed Books.
  • Stake, R.E. 1995. The art of case study research. Thousand Oaks, C.A: Sage.
  • Stromquist, N.P. 2015. Gender structure and women’s agency: toward greater theoretical understanding of education for transformation. International Journal of Lifelong Education 34, no. 1: 59–75.
  • Sundar, N. 2016. The scheduled tribes and their India. New Delhi: Oxford University Press.
  • Tripura, B. 2023. Decolonizing ethnography and tribes in India: toward an alternative methodology. Frontiers in Political Science 5: 1–15.
  • Unterhalter, E. 2005. Global inequality, capabilities, social justice: the millennium development goal for gender equality in education. International Journal of Educational Development 25, no. 2: 111–22.
  • Vaditya, V. 2024. Tribal epistemology: thinking through and writing emancipation. Journal of Tribal Intellectual Collective India (Tribal Intellectual Collective India) 7, no. 5: 32–43.
  • Varghese, N.V. 2015. Challenges of massification of higher education in India. Centre for policy research in higher education, National university of educational planning and administration, New Delhi: CPRHE Research Papers 1.
  • Varghese, N.V., and M. Martin. 2014. Governance reforms in higher education: A study of institutional autonomy in Asian countries. Paris: International Institute of Educational Planning.
  • Xaxa, V. 2016. State policy, education and tribes. In Education and empowerment in India-policies and practices, ed. A.K Singh, 91–103. New Delhi: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.