Collaborations across Our Land Grant System: 1862 Extension Educators' Experiences Working with 1994 Tribal Colleges and Universities
Saved in:
| Title: | Collaborations across Our Land Grant System: 1862 Extension Educators' Experiences Working with 1994 Tribal Colleges and Universities |
|---|---|
| Language: | English |
| Authors: | Katherine Hartmann |
| Source: | Journal of Extension. 2024 62(1). |
| Availability: | Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-7156; e-mail: journalofextension@clemson.edu; Web site: https://tigerprints.clemson.edu/joe/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Educational Equity (Finance), Land Grant Universities, Minority Serving Institutions, Tribally Controlled Education, Indigenous Populations, Extension Education, Culturally Relevant Education, Barriers, School Effectiveness, Decolonization, Expenditure per Student |
| ISSN: | 1077-5315 |
| Abstract: | The goal of equitable access to education was at the forefront of the Morrill Acts' mission from the beginning, yet Extension programs in Indigenous communities are underfunded and unable to provide equitable support. Educators from 1862 Land Grant Institutions can collaborate with educators from 1994 Tribal Colleges and Universities to better serve them in culturally revitalizing and mutually beneficial ways. In order to support and encourage these collaborations, I investigated the Western Region of Extension to learn about the characteristics that make them successful, the barriers that they face, and recommendations for decolonizing the Land Grant System. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442956 |
| Database: | ERIC |
| Abstract: | The goal of equitable access to education was at the forefront of the Morrill Acts' mission from the beginning, yet Extension programs in Indigenous communities are underfunded and unable to provide equitable support. Educators from 1862 Land Grant Institutions can collaborate with educators from 1994 Tribal Colleges and Universities to better serve them in culturally revitalizing and mutually beneficial ways. In order to support and encourage these collaborations, I investigated the Western Region of Extension to learn about the characteristics that make them successful, the barriers that they face, and recommendations for decolonizing the Land Grant System. |
|---|---|
| ISSN: | 1077-5315 |
