Long Term Strategies for Institutional Change in Universities and Colleges: Facilitating Native People Negotiating a Middle Ground
A. Rodney Bobiwash
Volume 4, Number 1 (1999) 4 (1):
Keywords Indigenous Knowledge, STEM Education, Cultural Identity, Tribal Knowledge, Recruitment Strategies, Native Students in STEM, Cultural Empowerment
Abstract
The article examines the epistemological superiority of tribal knowledge over western science, emphasizing the holistic approach of tribal traditions in gathering and interpreting information. It questions the dominance of western science as the standard of truth and accuracy, particularly in relation to Native knowledge systems. The author highlights challenges in recruiting Native students into STEM programs, critiquing the 'Field of Dreams' approach and advocating for empowering students to take responsibility for their academic progress. The narrative also showcases the story of a successful young Native engineer, emphasizing the role of positive cultural role models in shaping career choices and personal identity. Furthermore, it delves into the experiences of Native students in higher education, emphasizing the importance of recognizing their agency in shaping institutional culture and fostering academic success.
A. Rodney Bobiwash
Published June 1, 1999
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 A. Rodney Bobiwash (Author)
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