Indigenous post-secondary institutions in Canada and the U.S.

Andrea L. Jenkins


The movement, in Canada and the United States, to establish and maintain postsecondary institutions controlled by Indigenous peoples is part of broader Indigenous North American struggles to effect positive change on current circumstances and contribute to the creation of a truly liberating education in the face of historical and continuing colonial systems of marginalization. This article compares these processes in Canada and the United States, using an historical approach to a systems-level analysis to explore the past and present structures and purposes of these Indigenous postsecondary institutions as well as the past and present policies that shape them, with reference to the ways in which these institutions grow from and contribute to the decolonization of Indigenous communities.


comparative education; sociology of education; higher education; postsecondary education; indigenous peoples; Aboriginal peoples

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Higher Education Perspectives. ISSN: 1710-1530