I'm a killer whale: the process of cultural identity development from the perspectives of young indigenous children

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Author
Lunda, Angela
Chair
John, Theresa
Green, Carie
Committee
Richardson, Lisa
Hyslop, Polly
Keyword
Alaska Native children
Ethnic identity
Elementary education
Metlakatla
Tsimshian People
Group identity
Primary education
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URI
http://hdl.handle.net/11122/13124
Abstract
This qualitative single case study examined the phenomenon of cultural identity development from the perspective of young Indigenous children situated within the context of their southeast Alaskan community. Decades of assimilationist policies have eroded cultural identity among many Indigenous Alaskans, yet a strong cultural identity is known to be a protective factor for Indigenous peoples. Building on Indigenous identity development theory, the study sought to answer the research questions: (1) How do young children demonstrate their cultural identity through interactions on the Land? (2) How do community organizations support cultural identity development (CID) in young Indigenous children? (3) What role do peers play in nurturing cultural identity development (CID)? And (4) How do teachers and families nurture CID? The primary data source was video collected by children wearing forehead cameras as they engaged in semi-structured activities on the Land; video data were augmented by surveys, interviews, children's drawings, and careful observations. These methods allowed the researcher to examine the child's lived experiences to begin to untangle the rich interactions between children, the Land, parents, and educators, and to describe CID nurturing factors. Reflexive thematic analysis was employed to discover themes and patterns in the data. Findings reveal that children demonstrate their Indigenous identity by learning and exhibiting traditional ecological knowledge, which includes intricate knowledge of the Land, subsistence practices, and core cultural values. The process of cultural identity development was supported by the community through vision and funding for cultural initiatives. Peers, parents, and educators contributed to the cultural identity development of the young participants by enacting moves to increase confidence and competence on the Land. This study has implications for policymakers, educators, families, and others interested in nurturing healthy identity development among young Indigenous children.
Description
Dissertation (Ph.D.) University of Alaska Fairbanks, 2022
Table of Contents
Chapter One: Introduction -- 1.1. Positionality -- 1.2. Theoretical foundation -- 1.2.1. Indigenous knowledge systems -- 1.2.1.1. Indigenous values -- 1.2.1.2. Spiritual connection to land and collectivism -- 1.2.1.3. Traditional ecological knowledge -- 1.2.2. Decolonizing education -- 1.2.3. Critical pedagogy of place -- 1.2.4. Culturally sustaining/revitalizing pedagogies -- 1.3. Statement of the problem: the impact of western education on indigenous culture -- 1.4. Conceptual framework -- 1.5. Purpose of the study -- 1.6. Significance of the study -- 1.7. Research questions -- 1.8. Research design -- 1.9. Assumptions, limitations, delimitations -- 1.10. Summary and organization of remaining chapters. Chapter two: Literature review -- 2.1. Culture and ethnicity defined -- 2.2. Identity development theories -- 2.2.1. Indigenous cultural identity development theory -- 2.3. Cultural identity as a protective factor -- 2.4. Enculturation and deculturation -- 2.4.1. Deculturation factors -- 2.4.2. Lands-independent enculturation factors -- 2.4.3. Land-based enculturation factors -- 2.4.3.1. Living by cultural values related to land -- 2.4.3.2. Subsistence -- 2.4.3.3. Knowing stories and history of land -- 2.5. Significance -- 2.6. Conclusion. Chapter three: Methodology -- 3.1. Study design -- 3.1.1. Research paradigm -- 3.1.2. Why case study? -- 3.2. Sample selection -- 3.2.1. Why Metlakatla? -- 3.2.2. Why kindergarten? -- 3.2.3. Why Alaska Seas and Watersheds Week? -- 3.3. Participants -- 3.3.1. Selected participant portraits -- 3.3.1.1. Ashley -- 3.3.1.2. Baxter -- 3.3.1.3. Elsie -- 3.3.1.4. Sarah -- 3.3.2. Key Informants -- 3.3.2.1. Kindergarten teacher: Ms. M. -- 3.3.2.2. Elementary school cultural specialist: Ms. Nancy -- 3.3.2.3. Elementary school principal: Mr. W. -- 3.4.1. Community of Metlakatla -- 3.4.2. Annette Island School District -- 3.4.3. Richard Johnson Elementary School -- 3.4.4. Kindergarten classroom -- 3.4.5. Sandbar Beach -- 3.4.6. Smuggler's Beach -- 3.4.7. Hemlock Island -- 3.4.8. Hudson Bay Tea Meadow -- 3.5. Data collection -- 3.5.1. Family survey -- 3.5.3. Video data -- 3.5.4. Video-prompted discussions -- 3.5.5. Children's drawings -- 3.5.6. Observations -- 3.5.7. Subsistence expeditions -- 3.6. Ethical considerations -- 3.7. Trustworthiness -- 3.7.1. Credibility -- 3.7.2. Dependability -- 3.7.3. Confirmability -- 3.7.4. Transferability -- 3.8. Summary. Chapter four: Data analysis and results -- 4.1. Data set summary -- 4.2. Data analysis procedures -- 4.2.1. Becoming familiar with the data -- 4.2.1.1. Becoming familiar with video and still photo data -- 4.2.1.2. Becoming familiar with survey data -- 4.2.1.3. Becoming familiar with children's drawings -- 4.2.1.4. Becoming familiar with key informant interview data -- 4.2.1.5. Becoming familiar with observational data -- 4.2.2. Generating initial codes -- 4.2.3. Generating themes -- 4.2.4. Reviewing and refining themes -- 4.2.5. Defining and aligning themes -- 4.2.6. Writing the report -- 4.3. Results -- 4.3.1. Alignment with clan -- 4.3.1.1. Self-identifies as a member of a tribe or clan -- 4.3.1.2. Claims characteristics of crest animals -- 4.3.2. Traditional ecological knowledge -- 4.3.2.1. Demonstrates ecological knowledge -- 4.3.2.2. Demonstrates subsistence knowledge -- 4.3.2.3. Demonstrates enactment of core cultural values -- 4.3.2.3.1. Demonstrates care for land -- 4.3.2.3.2. Demonstrates respectful harvest -- 4.3.2.3.3. Demonstrates collective harvest (sharing) -- 4.3.3. Role of community in supporting cultural identity development -- 4.3.3.1. Funding -- 4.3.3.2. Other support -- 4.3.4. Role of peers in nurturing cultural identity development -- 4.3.4.1. Peer's moves increasing confidence upon the land -- 4.3.4.2. Peer's moves promoting safety -- 4.3.4.3. Peer's moves promoting comfort -- 4.3.4.4. Peer's moves promoting fun -- 4.3.4.5. Peer's moves increasing competence upon the land -- 4.3.4.6. Peers teaching ecological knowledge -- 4.3.4.7. Peers teaching subsistence knowledge -- 4.3.4.8. Peers teaching cultural values related to stewardship -- 4.3.5. Role of teachers and parents in nurturing cultural identity development -- 4.3.5.1. Teacher and parent moves to increase confidence on land -- 4.3.5.2. Teacher and parents offer encouragement and physical support -- 4.3.5.3. Teachers and parents support child's developing sense of agency -- 4.3.5.4. Teachers and parents share enthusiasm and awe at being on the land -- 4.3.5.5. Teacher and parent moves to increase competence on land -- 4.3.5.6. Teachers and parents teaching traditional ecological knowledge -- 4.3.5.7. Teachers and parents validating traditional ecological knowledge -- 4.3.5.8. Teachers and parents engaging children in authentic subsistence activities -- 4.4. Chapter four conclusions. Chapter five: Conclusions, implications, recommendations -- 5.1. Summary of study -- 5.2. Summary and significance of the findings -- 5.2.1. Research question one -- 5.2.1.1. Summary of research findings: children demonstrate cultural identity -- 5.2.1.2. Significance of findings: children demonstrate cultural identity -- 5.2.2. Research question two -- 5.2.2.1. Summary of research findings: community support for cultural initiatives -- 5.2.2.2. Significance of research findings: community support for cultural initiatives -- 5.2.3. Research question three -- 5.2.3.1. Summary of research findings: peer support for CID -- 5.2.3.2. Significance of research findings: peer support for CID -- 5.2.4. Research question four -- 5.2.4.1. Summary of research findings: teacher and parent support for CID -- 5.2.4.2. Significance of research findings: teacher and parent support for CID -- 5.3. Conclusions -- 5.4. Implications of the findings -- 5.4.1. Theoretical implications -- 5.4.2. Practical implications -- 5.5. Strengths and weaknesses of the study -- 5.5.1. Strengths -- 5.5.2. Weaknesses -- 5.6. Recommendations for future research -- References.
Date
2022-12
Type
Dissertation
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