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500 Maori PhDs in five years: Insights from a successful indigenous higher education initiative.

機(jī)譯：五年內(nèi)獲得500名毛利人博士學(xué)位：成功的土著高等教育倡議的見解。

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With this thesis, I present a case study of the effort to graduate 500 Maori doctorates in five years in New Zealand in order to advance our understanding of a successful Indigenous higher education initiative. By paying careful attention to contextual factors, I describe the theoretical and practical significance of this effort and discuss the implications for higher education and for Alaska Native doctoral development. Through the presentation of data, I explore why such an effort was desirable for Maori, how this initiative was made possible, and what kinds of changes it has inspired. I argue that the goal of supporting the development of 500 Maori PhDs is fundamentally aspirational and focused on generating success through establishing right relationships as specified in Maori cultural understandings and beliefs about creation, or cosmogony. Maori culture and cosmogony serve as foundation for inquiry and allows for an alternate conception of scholarship that is not based in academic disciplines or tertiary education institutions.;The Maori doctoral development initiative has inspired similar efforts to develop Indigenous doctorates in First Nations communities in Canada, Native Hawaiian communities, and Alaska Native communities. As such, this study seeks to provide information about how this initiative emerged and took hold to those interested and involved in Indigenous higher education development. Case study data include: institutional documents and archival records; data from interviews with 44 initiative leaders, participants, and university administrators; and participant observation data from gatherings of Maori scholars. I draw on analytic methods from grounded theory, including: open and axial coding, data displays, and the constant comparative method. In order to come to a full understanding of the particularities and resonant qualities of this case, I also draw on existing research on Maori social and political movements, Indigenous higher education, and the history of universities and scholarly development. Through this dissertation, I hope to engage Maori people, Alaska Native and Indigenous leaders, and higher education researchers in a conversation about how the Maori doctoral development effort might inform our understandings about higher education development in an Indigenous context.
機(jī)譯：在此論文中，我將提供一個(gè)案例研究，說明在五年內(nèi)要在新西蘭畢業(yè)500名毛利人博士學(xué)位的工作，以增進(jìn)我們對(duì)成功的土著高等教育計(jì)劃的理解。通過仔細(xì)考慮上下文因素，我描述了這項(xiàng)工作的理論和實(shí)踐意義，并討論了對(duì)高等教育和阿拉斯加土著醫(yī)生發(fā)展的影響。通過數(shù)據(jù)展示，我探索了為什么毛利人需要這樣的努力，如何實(shí)現(xiàn)這一倡議以及它激發(fā)了哪些變化。我認(rèn)為支持500名毛利人博士發(fā)展的目標(biāo)從根本上講是抱負(fù)，并著重于通過建立毛利人對(duì)創(chuàng)造或宇宙論的文化理解和信仰所規(guī)定的正確關(guān)系來取得成功。毛利人的文化和世界性為探究奠定了基礎(chǔ)，并提供了一種不以學(xué)術(shù)學(xué)科或高等教育機(jī)構(gòu)為基礎(chǔ)的獎(jiǎng)學(xué)金的替代概念。毛利人的博士發(fā)展倡議激發(fā)了在加拿大原住民社區(qū)發(fā)展土著博士學(xué)位的類似努力，夏威夷土著社區(qū)和阿拉斯加土著社區(qū)。因此，本研究旨在向那些對(duì)土著高等教育發(fā)展感興趣并參與其中的人們提供有關(guān)該倡議如何產(chǎn)生和掌握的信息。案例研究數(shù)據(jù)包括：機(jī)構(gòu)文件和檔案記錄；來自對(duì)44位計(jì)劃負(fù)責(zé)人，參與者和大學(xué)管理人員的采訪中的數(shù)據(jù)；以及來自毛利人學(xué)者聚會(huì)的參與者觀察數(shù)據(jù)。我從扎根的理論中借鑒分析方法，包括：開放式和軸向編碼，數(shù)據(jù)顯示以及常量比較法。為了充分理解此案的特殊性和共鳴性，我還借鑒了有關(guān)毛利人社會(huì)政治運(yùn)動(dòng)，土著高等教育以及大學(xué)和學(xué)術(shù)發(fā)展史的現(xiàn)有研究。通過本論文，我希望與毛利人，阿拉斯加土著和土著領(lǐng)袖以及高等教育研究人員進(jìn)行對(duì)話，討論毛利人博士發(fā)展的努力如何使我們對(duì)土著背景下的高等教育發(fā)展有所了解。

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  • 作者

    Villegas, Malia Maya.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Anthropology Cultural.;Education Higher.;Sociology Ethnic and Racial Studies.;History Asia Australia and Oceania.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁(yè)碼 300 p.
  • 總頁(yè)數(shù) 300
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類
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