Professional Documents
Culture Documents
Monique Lloyd
Abstract
social book-marking, web.2, technological, Internet, and digital viewpoint, the human-to-
knowledge of the world by experiences and then considering the meaning and value of
knowledge when there is a gap by gathering information and looking for patterns and
connections), are influenced by cultural constructs. Both of these theories can be utilized
Tribal archives are like elders who protect and share our stories; they honor our
ancestors, bridge generations, and share knowledge, thus preserving the history of our
people. Recognizing Native American learning styles, including the use of storytelling as
a teaching technique as well as language which is picture and emotion based, are
techniques which can be utilized to help Native American students begin the process of
recognizing that tribal archives places where we can connect with each other through
time and space, providing us with a vibrant view of our history through records, letters,
informing them about the documents, photographs, artifacts, and other archival materials
they contain and how to access them, as well as how they can be used as primary sources
for projects and papers, must begin with an understanding of how we learn and, more
specifically, how Native American students learn. Ways must be found for students to
connect emotionally with their archives, one of the guardians of cultural heritage, before
they can begin using this resource to gain additional information about themselves and
their communities.
construct new ideas or concepts based upon their current and past knowledge.
This process is highly influenced by the context, the beliefs, and the culture of the
Instruction must focus on the context which makes students ready to learn, structured
spirally so that it can be more easily understood, and designed to fill in the gaps of
There are a variety of theorists in this field who suggest links between
constructivist theory and practice, providing the beginnings of an framework which can
be used to design teaching strategies. While it is beyond the scope of this paper to
mention them all, two of the major researchers is this field include Jonassen who
Stories 4
believed learning should be internally controlled and mediated by the learner (Jonassen,
1991) and Honebein who focused on seven goals for the design of constructivist learning
from other knowledge. Its basic premise is that "all knowledge is constructed and
making sense of a body of knowledge when there is a gap by gathering information and
looking for patterns and connections, was developed by Brenda Dervin. It is based on
and practices that are responsive to human needs; 2) that it is possible for humans to
enlarge their communication repertoires to pursue this vision; and 3) that achieving these
A key component of education shared by virtually all First Nations people is that
1988; p.90).
orally, through storytelling, through observation and through art, and from tribal
(community) and holistic perspectives (Philips 1983; More, 1987). There is also a
preference for information that is presented through a spiral process, rather than through a
linear one, and in a way which allows one to have time to absorb it (Rhodes, 1988).
Bruchac writes about the importance of remembering that stories can both teach and
Native peoples also prefer more “wait time” than non-Native peoples. Wait time
is a term used in education referring to the length of time people in a conversation are
willing to wait for a reply (Rowe, 1983). Sociolinguists Wild, Nalonechny, and St.-
Jacques examined the concept of silence in Native American speech and concluded that
some time for silence was necessary to give time to reflect on what has been said, to
allow the speaker to add more information if they wished, for listeners to think about
what they would like to say, and as a sign of respect ((Wild, Nalonechny, & St.-Jacques,
1978).
Obtaining information visually is another important component and this includes
Among the Sioux, there is a saying: “The white man sees with only one eye”. Seeing
with only one eye refers to learning only with the mind, concentrating on facts and
information (Spielman, 1988). The second eye, which adds depth, includes is nature,
2000).
Archives
The first step in introducing Native American student to the concept of archives—
what they are, what they contain, how they organized, and how materials can be
accessed—begins with first capturing their attention. Archives are not only places where
students can do research. It, like their elders, stores, preserves, and shares their
community’s history. It is concerned not only what happened a long time ago, but what
An archive can be an intimidating place. It is not like a library where one can
browse at will, search in an online catalog for authors, titles, and subjects, and bring
items home. Those who wish to access materials must generally fill out and sign a form
with contact information, provide an explanation of what they wish to examine, produce
photo identification, put all of their belongings except for pencils and paper in a
locker (although some archives now allow the use of laptops and digital cameras), and
work in a place where they can be continually observed by staff (Fleckner, 1984). To
access materials, users need to understand what finding aids are, and how to use them and
then must approach a reference archivist who can retrieve the items for them.
Stories 7
Discussion
thought with emotion. It flows and leaves one with visual images with aids memory.
Internal language is picture and emotion based. The process begins with observation,
proceeds to thinking, then understanding and feeling, and finally, acting (Rhodes, 1988).
GLOSSARY
and memorize, followed by a quiz. A more appropriate way to present these to middle-
school level, Native American students would be to tell a story which incorporates them,
Yesterday I bought a can of peaches at the little grocery store in my village. The
I like canned peaches, but I always forget what a good price is per can. I always
buy the same brand and the same size can so I began keeping the receipts when I bought
canned peaches at the different grocery store chains I shop in when I shop in larger,
nearby towns.
have a half-dozen or so, I’ll look through them and see which store sells peaches at the
best price. I’ll keep them and keep collecting to see if the prices change (collection).
beaded pin one of my aunties made for me (artifact) and a funny note one of my sons left
for me (manuscript).
Photographs have the power to connect us. They can be compelling and have
emotional clout. Here is a adaptation of a story about a dress owned Grace Pourier, the
maternal grandmother of Emil Her Many Horses, a Lakota who lived in Pine Ridge,
South Dakota:
Stories 9
My dress had a fully beaded yoke and was made of tanned hide and was made by
my grandmother. My dress was beaded with glass beads. I also had a pair of fully
beaded leggings and moccasins. Why did mama let me sell my dress? I was crazy!
They said there was a woman down at the agency buying beadwork, and I asked mama if
The only thing I have left now is this photo of me wearing my dress. I hope my
dress is out in the world somewhere, perhaps part of a museum collection or treasured as
Oral stories are also powerful. Many tribal archives have oral stories told by
elders still on reel-to-reel tape, brittle and fragile as old bones. It is expensive to reformat
There was a time when someone killed a moose, he would bring the moose back
to the village and give the meet according to the proper means of distribution in the
community. Nobody would think of hoarding the meat for themselves. What would
happen to those without meat? And how would the meat be preserved anyway?
After electricity came into the village of the first things people got was the
freezer. Now when someone kills a moose, he can just throw the meat in the freezer and
it will last all winter. The whole value of sharing meat is changing. In Ojibwe, the word
Conclusion
understand learning styles and are especially pertinent to Native American students.
through storytelling and from holistic perspectives, presented with time given to absorb
Bibliography
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Stories 13
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