My instructor for AK Native Ways of Knowing posed some questions for us to discuss this week and this is what I came up with. I thought it fitting since all of us can relate in some way or another...
Unfortunately I feel like the expectations set for Native American or Alaska Native students within university environments are not as lofty as those set for non-natives with the reasoning behind these low expectations being that we are seen as not as capable. Deloria mentions that for Indians, Higher Education was only “higher” for Indians because it was “thought to be higher than the knowledge and experiences that Indians brought from their homes and communities” (133). Noel spoke of Native students being made to fit a mold and I think that is a major problem for them. I have witnessed native classmates who seem to be overlooked in class because, when they do speak, it is not quite what the instructor expected or wanted. The struggle begins with the underlying assumption that, although we are all free to interpret and use our education in any way we see fit, there is still the notion that there is a definite idea that we will all arrive at when we reach the conclusions of our educational careers. Our goals and expectations are pushed aside in favor of more socially and widely accepted standards; the goals of the larger population of non-natives are imposed upon us and we are taught that it is strange that we are not desperate to achieve these same objectives.
I would assume that for Native and non-Natives students, the costs of pursuing degrees in higher education are alike in many ways. Our bank accounts, social lives, sleep patterns, are all altered in some way or another, some more than others. The only difference that I see, however, is not unique to Native students. Yes, there is often a sense of not belonging upon return to their hometown/village/reservation, but many small, town non-natives have probably felt the same way. Sacrifices are made in our lifestyles, both traditional and/or modern. We’re sad because we cannot participate in the spring or fall hunts, but that is only temporary because, assuming we return to these places following graduation, we will be able to resume those activities. I never have led a subsistence lifestyle, but I can tell you that I did sacrifice a steady, nicely-rounded paycheck in favor of my education. That paycheck fed me just as subsistence lifestyles feed others. Like I said before, I hope that I can return to that lifestyle after college, but it is up to me. We all experience costs and I think it is difficult to spread those costs out on the table without attaching some sort of emotional weight to it. When that happens we start to measure our costs against the costs incurred by others and that never turns out well.
Thursday, November 29, 2007
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There is a lot to digest in this post. I'm not finished thinking about the points that you have made, but I do have a few initial reactions.
First, I'm really glad that you posted this. It gives us all a lot to consider. As an instructor, I need to continually examine my own perspectives and assumptions about my students. We like to say that we are "culturally aware," but in truth very few of us have first-hand knowledge of subsistence life styles and village life. (You can learn about it, but that's not the same as being brought up in it.) That's one of the reasons that I appreciate the dialogs that you (and by that I mean all of the ED 429 students from summer 07) have begun with their blogs. Learning more about village traditions and lifestyles helps us to understand more about the motivations and ambitions of our students, and that can only be a good thing.
Also--as you mention, education does change you. Any good education should expose a student to different avenues of thought and new perspectives. These may or may not be relevant to any individual's specific situation, but they're important to consider. However, I think that this is a two-way street. As instructors, we should learn from our students' perspectives as well, and that knowledge should change us. It's important that Native and rural students make their perspectives and motivations known. An instructor knows a lot about teaching; a student from Russian Mission knows a lot about traditional life styles. Hopefully, together they could learn about teaching in a traditional village setting. That experience should change the teacher and the student.
Lots of foo for thought here, Joanna. More to come...
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