Rural Indigenous Students in Peruvian Urban Higher Education: Interweaving Ecological Systems of Coloniality, Community, Barriers, and Opportunities

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  • Author(s): Johnson, Kayla M. (ORCID Johnson, Kayla M. (ORCID 0000-0002-5962-4091); Levitan, Joseph (ORCID Levitan, Joseph (ORCID 0000-0002-1525-974X)
  • Language:
    English
  • Source:
    Diaspora, Indigenous, and Minority Education. 2022 16(1):21-42.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; Indigenous Populations; Rural Areas; Access to Education; Higher Education; College Students; Educational Policy; Educational Practices; Foreign Policy; Urban Schools; Cultural Differences; Barriers; Student Experience; Minority Group Students; Environmental Influences; Resilience (Psychology); Student Characteristics
    • Subject Terms:
      Peru
    • Accession Number:
      10.1080/15595692.2021.1974383
    • ISSN:
      1559-5692
    • Abstract:
      In Peru, Indigenous students from rural communities must often migrate to urban areas to access higher education. Navigating to and through urban higher education is a complex task where Peru's oppressive colonial legacies intertwine with students' community values, resources, and strengths. How can we more deeply understand the interconnecting systems that oppress and support rural Indigenous students, and how can we mobilize these understandings to reimagine higher education? In this paper, we use photo-cued interviewing and ecological systems theory to: (1) make sense of rural Indigenous students' experiences as they navigate to and through higher education in urban areas; and (2) uncover levers for systemic change to improve higher education policy and practice. In doing so, we expand beyond a two worlds perspective of Indigenous educational experiences to offer a more holistic view on coloniality and Indigenous resilience in higher education.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1326328