The Five-Factor Model of Indigenous Studies: A Quantitative Content Analysis of Postsecondary Indigenous Studies Websites in Canada, the United States, Australia, and New Zealand

Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?

“…In an Australian context, similar goals exist, requiring students to engage the politics of knowledge production, education, and self-determination (Nakata et al, 2012). A recent content analysis of Indigenous Studies programs across Canada, USA, Australia, and New Zealand, while noting a wide variance among programs also reaffirmed many of these goals, arguing that the current underlying factors of Indigenous Studies programs are Indigenous methodologies, Indigenous community involvement, Indigenous ways of knowing and doing, Indigenous languages, and Indigenous student presence (Murry et al, 2022).…”

“…Since their introduction into public universities, Indigenous programs continue to grow and evolve in Canadian and international contexts (Lee, 2017;Murry et al, 2022). Many programs exist across the globe, and in Canada alone, universities experienced a 33% increase in Indigenous programs over a twoyear span (2013)(2014)(2015) (Universities Canada, 2015).…”

“…Indigenous Studies programs were introduced into post-secondary institutions in the late 1960s to improve post-secondary access and attainment levels for Indigenous students (Pidgeon, 2016). The impetus behind these programs was surmounting pressure from Indigenous, civil rights, and anti-war political movements for post-secondary institutions to serve mandates of Indigenous nation-building, cultural resurgence, and social justice (Andersen, 2009;Champagne, 1994;Murry et al, 2022;Taner, 1999). While Indigenous programs have expanded and evolved within the discipline (Murry et al, 2022) and there now exists Indigenous-based programs across disciplines such as Indigenous Social Work (Lee, 2017;Pidgeon, 2016;Universities Canada, 2019), Indigenous programs remain committed to the initial goals of Indigenous student access, nation-building, and the resurgence of Indigenous worldviews, culture and language (e.g., Fixico, 2001;Lee, 2017).…”

“…The impetus behind these programs was surmounting pressure from Indigenous, civil rights, and anti-war political movements for post-secondary institutions to serve mandates of Indigenous nation-building, cultural resurgence, and social justice (Andersen, 2009;Champagne, 1994;Murry et al, 2022;Taner, 1999). While Indigenous programs have expanded and evolved within the discipline (Murry et al, 2022) and there now exists Indigenous-based programs across disciplines such as Indigenous Social Work (Lee, 2017;Pidgeon, 2016;Universities Canada, 2019), Indigenous programs remain committed to the initial goals of Indigenous student access, nation-building, and the resurgence of Indigenous worldviews, culture and language (e.g., Fixico, 2001;Lee, 2017). For today's Indigenous learners, Indigenous programs can provide a safe haven from the colonial politics of recognition, representation, knowledge production and erasure in the broader institution (Smith et al, 2018).…”