Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Amy Wells Dolan
Second Advisor
George McClellan
Third Advisor
Ty McNamee
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Institutions of Higher Education have a unique opportunity as educational spaces to connect with the land they occupy. As students enter the college environment, institutions have a responsibility to provide them with meaningful connection to land their university is situated upon and educate them in its history. Many institutions of higher education have incorporated important contextualization projects on their campuses in an effort to acknowledge and confront their historic ties to colonization and systemic racism (Ruth J. Simmons Center for the Study of Slavery and Justice, n.d.).
This study offers an environmental scan of two sites of removal now occupied by institutions of Higher Education and evidence of Indigenous Historical contextualization within their new student programs. The three-part conceptual framework draws on Bryan Brayboy’s (2005) Tribal Critical Race Theory, Culturally Responsive Pedagogies, and contemporary models of campus contextualization work at Brown University (2006, 2021). Consideration of these theories and models grounds this work in both critical thought and current practice in the field of higher education.
In response to findings, recommendations for continued practice are provided, which aim to build on the existing historical contextualization work to include regional Indigenous history with the intent of focusing on New Student Programs as a key area for implementation.
Recommended Citation
McGlone, Haley Elizabeth, "The Stories of Land: Exploring Southeast Indigenous Historical Contextualization in University Settings" (2025). Electronic Theses and Dissertations. 3329.
https://egrove.olemiss.edu/etd/3329