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International Perspectives on Higher Education Admission Policy

A Reader

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Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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13 North American Native Ways of Knowing: Linking Indigenous Theory and Practice within Higher Education Admissions

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CHAPTER 13

North American Native Ways of Knowing

Linking Indigenous Theory and Practice within Higher Education Admissions

Linda Sue Warner

Introduction

On May 17, 2012, the Wall Street Journal reported that for the first time in U.S. history, whites of European ancestry account for less than half of the new births in this country “making a demographic tipping point that is already changing the nation’s politics, economy and workforce” (Dougherty & Jordan, p. 1). American Indians/Alaska Natives note the irony of this statement; it is, in fact, the second time in U.S. history. Over the past few decades, however, the United States, particularly the Department of Education, has been instrumental in creating policies that support the postsecondary education of the nation’s diverse populations through the creation of the designation minority-serving institutions (MSIs). MSIs accounted for just under one-third of all degree-granting Title IV institutions in 2004, before the designation of Native American Serving, non-tribal institutions (NASNTI)—the most recent addition to this cohort (34 CFR Part 60). NASNTI are mainstream public institutions where the enrollment of American Indian/Alaska Native students exceeds 10%.Legal boundaries have also been documented by the National Center for Education Statistics (NCES) (2007), and Title 20 (2012).

The challenge for these institutions lies in creating policies and procedures that support indigenous pedagogy in the balance for academic rigor. This chapter will briefly review a general description of native pedagogy/andragogy, the growth of...

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