No hay futuro sin profesorado nativo y negro en la educación superior

Authors

  • Amanda Tachine Arizona State University
  • Meseret Hailu Arizona State University

DOI:

https://doi.org/10.5944/reec.43.2023.36648

Keywords:

Decolonization, Indigenous, Black, Faculty, Higher education

Abstract

A través de la aplicación de un enfoque basado en cartas (letter-based), sostenemos que la educación superior en los Estados Unidos necesita académicos que provengan de comunidades indígenas y negras para continuar siendo viable en el presente y el futuro. Reconocemos que la decolonización de la educación superior requiere cambios epistemológicos que deben ser logrados por las personas. Sin individuos bien sintonizados con estas epistemologías, como los profesores indígenas y negros con mirada crítica, esta decolonización es inviable. Además, a partir de la literatura existente y los datos del Center for Education Statistics de EE. UU. mostramos como las disparidades demográficas entre los profesores universitarios han persistido durante las últimas cuatro décadas. Este artículo ofrece un diálogo entre la literatura decolonial y poscolonial. Al hacerlo, establecemos conexiones entre estas teorías y las políticas, prácticas y pedagogías educativas que promueven relaciones más equitativas y sostenibles en el flujo relacional de vida donde todos y todo, tanto humanos como no humanos, están profundamente interconectados.

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Author Biographies

Amanda Tachine, Arizona State University

Dr. Amanda R. Tachine is Navajo from Ganado, Arizona. She is Náneesht’ézhí Táchii’nii (Zuni Red Running into Water) born for Tł’ízí łání (Many Goats). She is an Assistant Professor in Educational Leadership & Innovation at Arizona State University. Amanda’s research explores the relationship between systemic and structural histories of settler colonialism and the ongoing erasure of Indigenous presence and belonging in college settings using qualitative Indigenous methodologies.

Meseret Hailu , Arizona State University

Dr. Meseret F. Hailu is an assistant professor of higher and postsecondary education at the Mary Lou Fulton Teachers College, Arizona State University. Her research focuses on how institutions of higher education retain minoritized women in STEM pathways. Dr. Hailu is exploring two lines of research concerning the experiences of undergraduate Black women in different geographic settings: East Africa and the United States. Her primary research agenda investigates how articulations of identity shape educational retention and reflect institutional culture.

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Published

2023-06-30

How to Cite

Tachine, A., & Hailu , M. . (2023). No hay futuro sin profesorado nativo y negro en la educación superior. Revista Española de Educación Comparada, (43), 88–101. https://doi.org/10.5944/reec.43.2023.36648

Issue

No. 43 (2023): Postcolonialism and education

Section

MONOGRÁFICO: Postcolonialismo y educación

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