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Challenges in a qualitative study of...

Hackett, Georgia M.

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Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach./
作者:	Hackett, Georgia M.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589840
ISBN:	9781303289316

Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach.
Hackett, Georgia M.

Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach. - 145 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2013.

The Tribal College Movement began in the late 1960's in some of the poorest and most remote areas of the country among some of the largest and most dynamic tribal groups. Of the colleges, only one moved quickly toward university status: Sinte Gleska University, located on the Rosebud Sioux Reservation in South Dakota. Its President, Lionel Bordeaux, quickly became a national and international leader in the area of indigenous education. The study focused on a qualitative biographical examination of Bordeaux and his impact on American Indian higher education attainment over his forty year tenure.

ISBN: 9781303289316Subjects--Topical Terms:

1035576
Education, Leadership.

Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach.
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245 1 0 $a Challenges in a qualitative study of a tribal leader by a non-Indian researcher: How a biography of a tribal leader endures time and a change in approach.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Mejai Bola Mike Avoseh.
502 $a Thesis (Ed.D.)--University of South Dakota, 2013.
520 $a The Tribal College Movement began in the late 1960's in some of the poorest and most remote areas of the country among some of the largest and most dynamic tribal groups. Of the colleges, only one moved quickly toward university status: Sinte Gleska University, located on the Rosebud Sioux Reservation in South Dakota. Its President, Lionel Bordeaux, quickly became a national and international leader in the area of indigenous education. The study focused on a qualitative biographical examination of Bordeaux and his impact on American Indian higher education attainment over his forty year tenure.
520 $a The researcher, a non-Indian woman who spent 44 years working on the Rosebud as an educator, has been associated with Sinte Gleska University in a teaching or administrative capacity since its inception. Using the challenges she found in writing the biography, she presents an autoethnography that documents her personal and professional life and provides reflection on key moments in her investigation, the least of which was the length of time she spent arranging the interview and the President's growing hesitancy to be the central or subject figure of the research. She describes the movement of the research from biography to her own autoethnography, using the storyteller's genre to narrate major life events on the Rosebud and how they influenced her work at Sinte Gleska University and her relationship with President Bordeaux. In the end, she offers an analysis of challenges contemporary researchers face in tribal communities from her perspective as a female insider/outsider, insights she learned in conducting research as a participant observer, and how the research agendas of tribes are critical pieces to the continued growth and development of tribal colleges and universities. In a surprising twist, the President eventually shares notes he wrote to the author's original questions.
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