Heather J. Peters, Teresa R. Peterson, The Dakota Wicoḣaƞ Community
{"title":"达科他文化干预对土著学生归属感的影响:CBPR 案例研究","authors":"Heather J. Peters, Teresa R. Peterson, The Dakota Wicoḣaƞ Community","doi":"10.1177/23328584231221793","DOIUrl":null,"url":null,"abstract":"This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students’ belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study\",\"authors\":\"Heather J. Peters, Teresa R. Peterson, The Dakota Wicoḣaƞ Community\",\"doi\":\"10.1177/23328584231221793\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students’ belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.\",\"PeriodicalId\":31132,\"journal\":{\"name\":\"Aera Open\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Aera Open\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/23328584231221793\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Aera Open","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/23328584231221793","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
这项以社区为基础的参与式研究案例展示了达科塔威可(Dakota Wicoḣaƞ)如何利用土著和女权主义认识论来创建、实施和评估一项文化干预措施--"Mni Sota Makoce":Dakota Homelands Curriculum),以提高原住民六年级和十年级社会研究学生的民族归属感(Tachine 等人,2017 年)。研究结果表明,原住民学生喜欢这门课程,并表示他们的归属感得到了更多支持,无效感有所减少。虽然课程提供了种族-民族社会化的来源,但一些欧洲裔美国学生对课程提出了批评,这可能对六年级学生的学校成员心理产生了负面影响(Goodenow,1993 年)。研究结果表明,土著文化、认识论和教学法应渗透到所有课程中,教师需要做好有效处理种族主义和歧视行为的准备,印第安教育对土著学生的归属感非常重要。本文讨论了对资助者、学校、研究人员、教师教育计划和原住民社区的影响和建议。
A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study
This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students’ belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.