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Collaborations across Our Land Grant System: 1862 Extension Educators' Experiences Working with 1994 Tribal Colleges and Universities

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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
FullText Text:
  Availability: 0
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  Data: Collaborations across Our Land Grant System: 1862 Extension Educators' Experiences Working with 1994 Tribal Colleges and Universities
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  Data: 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/
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  Data: 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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Equity (Finance)
        Type: general
      – SubjectFull: Land Grant Universities
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Tribally Controlled Education
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Extension Education
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Barriers
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      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: Expenditure per Student
        Type: general
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      – TitleFull: Collaborations across Our Land Grant System: 1862 Extension Educators' Experiences Working with 1994 Tribal Colleges and Universities
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              Y: 2024
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              Value: 1077-5315
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