NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED433980
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Listening: Implications for Qualitative Research.
Enos, Anya Dozier
Pueblo communities want local research to be linked to community needs. To address this requirement, university research must shift from a set agenda that addresses personal or professional goals to a flexible design that moves toward a community-based goal. This can be achieved through collaboration with the Pueblo community. Key to developing this collaboration is the ability to listen in the Native style and the establishment of concrete ties with the community. The Native style of listening focuses on understanding and respecting the viewpoint of the speaker, as opposed to the academic style of listening, which focuses on questioning, even challenging, others' ideas. Research in Pueblo communities must follow a protocol that includes meeting with the Pueblo governor to present the research project. The governor gives direction on further protocol, which will vary with tribal communities. Continuing dialogue with the community throughout the research process is necessary. An example of a community-based environmental education model implemented at the Santa Fe Indian School demonstrates aspects of community-outsider communication and collaboration relevant to research projects. The staff was composed of community members and non-Indians, and the program addressed community-based needs. A discussion and listening period lasting several months established that the community would decide the focus of the environmental curriculum, and the school would write the curriculum, encompassing math and science. A figure depicts a process for designing and gathering research that fits Pueblo philosophies. (Contains 15 references.) (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A