ERIC Number: EJ784824
Record Type: Journal
Publication Date: 2007
Reference Count: 0
Conceptualizing American Indian/Alaska Native College Student's Classroom Experiences: Negotiating Cultural Identity between Faculty and Students
Burk, Nanci M.
Journal of American Indian Education, v46 n2 p1-18 2007
The U.S. dominant culture's values and ways of knowing depicted in college curriculum assume that American Indian/Alaska Native college students will assimilate to dominant cultural beliefs and values in order to acquire a degree in higher education. Representative of this hegemonic pedagogical paradigm is the prescribed basic communication course competencies taught at most colleges and universities in the U.S. Institutionally endowed power enables college instructors to compel students to acquiesce to dominant cultural norms and expected behaviors relevant to interpersonal, small group, and public speaking skills. In this meta-analysis, Jackson's (2002) cultural contracts paradigm demonstrates that cultural identities are socially constructed between students and faculty. Jackson's paradigm provides a theoretical lens through which to view cultural negotiation in the context of a basic communication course. Conclusions of this critical literature review include providing a clearer understanding of juxtaposition of American Indian/Alaska Native college students' traditions and the basic oral communication course competencies; an awareness of a paucity of multicultural teaching perspectives in the basic course curriculum; and recommendations for improving the learning environment.
Descriptors: College Students, Public Speaking, College Curriculum, Multicultural Education, Models, American Indians, Alaska Natives, Cultural Differences, Acculturation, Higher Education, Meta Analysis, Oral Language, Speech Skills, Educational Experience
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education
Authoring Institution: N/A