Inside the Eagle's Head
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A01=Angelle Khachadoorian
American Indian education
American Indians
Angelle A. Khachadoorian
Author_Angelle Khachadoorian
BIA
Bureau of Indian Affairs
Category=JBSL11
Category=JHMC
Category=JNF
Category=JNM
community colleges
cultural hybridity
cultural identity
dormitory life
educational anthropology
educational sovereignty
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnography
federal installation
Higher education
in loco parentis
indigenous Americans
Indigenous identity
institutional conflict
intertribal education
metaphor in education
NAES
Native American studies
Native Americans
opportunity and self-determination
SIPI
Southwestern Indian Polytechnic Institute
student narratives
student resistance
TCUs
tribal colleges
tribal colleges and universities
tribal sovereignty
zero-tolerance policy
Product details
- ISBN 9780817356149
- Weight: 456g
- Dimensions: 152 x 231mm
- Publication Date: 14 Oct 2010
- Publisher: The University of Alabama Press
- Publication City/Country: US
- Product Form: Paperback
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The Southwestern Indian Polytechnic Institute (SIPI) is a self-described National American Indian Community College in Albuquerque, New Mexico. SIPI is operated by the Bureau of Indian Affairs, an agency of the U.S. government that has overseen and managed the relationship between the government and American Indian tribes for almost two hundred years. Students at SIPI are registered members of federally recognised American Indian tribes from throughout the contiguous United States and Alaska. A fascinatingly hybridised institution, SIPI attempts to meld two conflicting institutional models—a tribally controlled college or university and a Bureau of Indian Affairs’ Indian school—with their unique corporate cultures, rules, and philosophies. Students attempt to cope with the institution and successfully make their way through it by using (consciously or not) an array of metaphorical representations of the school. Students who used discourses of discipline and control compared SIPI to a BIA boarding school, a high school, or a prison, and focused on the school’s restrictive policies drawn from the BIA model. Those who used discourses of family and haven emphasised the emotional connection built between students and other members of the SIPI community following the TCU model. Speakers who used discourses of agency and self-reliance asserted that students can define their own experiences at SIPI. Through a series of interviews, this volume examines the ways in which students attempt to accommodate this variety of conflicts and presents an innovative and enlightening look into the contemporary state of American Indian educational institutions.
