Overview of the Research Proposal

advertisement
Overview of the Research Proposal
A Cultural Mural Arts Program:
Enhancing positive social development
in Native American communities.
Morning Rae Ferris
Email: mferris1@uoregon.edu
Cellular: 970.769.0841
November 12, 2008
Abstract
This Master’s Project will be conducted in partial fulfillment of the requirements for a
Master of Arts Degree in Arts & Administration from the University of Oregon. The
purpose of this study is to explore and understand the social and cultural contexts of the
Wind River Indian Reservation in Wyoming. The Wind River Indian Reservation
consists of three main tribal communities. These three communities are separated by
boundaries of geography and many times the residents seem to resemble different
autonomous entities. The barriers constrain each tribe from working together socially,
environmentally, politically and culturally. After I have examined this phenomenon, I
will then propose a cultural mural arts program for elementary youth by focusing on the
need for cultural diversity and acceptance between tribal communities. This cultural
mural arts program will address the issues of positive youth development and social
change.
Keywords
 Cultural Mural Arts Program
 The Arts
 Positive Youth Development
 Positive Social Change
 Community Building
 After-School Programs
 Summer Arts Programs
 Arts Education
 Cultural Policy
 Historical Trauma
1
Introduction: Statement of the problem
Within the borders of the Wind River Indian Reservation there remain two Native
American tribes (Northern Arapaho and Eastern Shoshone) and three main communities
(Fort Washakie, Ethete, and Arapahoe). In the community of Fort Washakie reside the
majority of the Eastern Shoshone tribal members. In Ethete live the “upper” Northern
Arapaho tribal members. The community of Arapahoe consists of “lower” Northern
Arapaho tribal members. Although Ethete and Arapahoe embody the same tribal
affiliation, they are very much separated. They are so separated that many times the
residents of Ethete and Arapahoe seem to resemble two autonomous entities.
The Arapaho and Shoshone tribal members are aware of invisible boundaries, but
they do not exchange dialog on how the invisible boundaries came to be or how to break
down these barriers. There are also the physical boundaries that exist in each area that
divide the communities even further apart. The non-interaction forces each community to
become isolated and communities are unable to positively change socially,
environmentally, politically and culturally.
Very limited resources are available that contain research on Native American
communities and less research has been compiled on the Wind River Indian Reservation.
Additional research would fill this crucial gap and also may provide a solution to other
communities with similar circumstances. This research will address the issues of division
on the Wind River Indian Reservation and use them as a tool to build communities. The
importance of community building is required for the formulation of “community-based
art education” programs (Ulbricht, 2005). The most efficient way to reach youth is to
2
provide after-school and summer arts programs that are geared towards community
building; bringing the youth out of “their comfort zone” (Russell-Bowie, 2005).
Conceptual Framework
The three main elements of the conceptual framework (See Appendix A:
Conceptual Framework Schematic) are the historical contexts, the elements of a cultural
mural arts program, and the program outcomes. The historical context is extremely vital
to the research, “it can teach us where political systems and cultural values come from
and how they evolve. More generally, it is invaluable for learning how to understand the
significance of a primary source” (Kammen, as cited by Cornell Chronicle, 2001, p. 1).
Recognizing the historical contexts is “essential to any understanding of present-day
issues” (Clifton, 2006, p. 291). Included in historical contexts are the sections of Native
American history, Wind River Indian Reservation history, and the history of tribal
communities. Investigating tribal communities will also include the topics of tribal
government, Federal Government goals for the creation of the Wind River Indian
Reservation, and historical trauma of the Eastern Shoshone and Northern Arapaho tribes.
In order to propose a cultural mural arts program, certain elements will need to be
further considered such as arts education, cultural policy, culturally relevant pedagogy for
Native American children, the benefits of art, after-school programming, summer arts
programming, Wind River Indian Reservation education, significance of sports in Native
American communities, community readiness to change, and cultures of the Wind River
Indian Reservation.
The key to understanding other cultures is to first understand their own cultural
background. After understanding their own heritage, individuals are more likely to accept
3
other diverse cultures (Ballengee-Morris 2001; Stuhr 2001, p. 6). Cultural diversity
brings about change when the whole community is involved; “communities of people
who are connected, caring and committed” (The National Clearinghouse on Families &
Youth, 1996, p.11).
Research will address the contexts of cultural policy at a national, regional, state,
and tribal government level. Since there is not a specific single law for cultural policy in
the United States, it is essential to discover arts policies that will effect the creation of a
cultural mural arts program on the Wind River Indian Reservation. Institutions and
Federal Laws that will be covered at a National level are the Smithsonian Institution,
Native American Graves Protection and Repatriation Act (NAGPRA), and the American
Indian Religious Freedom Act. Further understanding of these contexts will define
limitations and boundaries of creating a program.
The proposed cultural arts program will have three goals. The first goal is to
provide a safe place where children are encouraged to explore the arts. The second goal is
to provide positive youth development to elementary children by teaching them the
importance of cultural diversity. The third goal is to direct the positive youth
development into positive social change.
The importance of community building is required for the formulation of
“community-based art education” programs (Ulbricht, 2005, p.7). According to the
National Clearinghouse on Families & Youth (1996), youth are resources that strengthen
the community and build “strong communities for the future” (p. 2). The youth are less
likely to care about the community if they grow up feeling like they are not a part of the
community. The youth like to be seen as “valued contributors” of the community (p. 4).
4
Having the status of a “valued contributor” gives the youth a sense of accountability,
security and competence (p. 3).
During the research process, I intend to find that athletics is central component of
why the communities do not exchange positive relationships. Sports, being the main
outlet for youth to participate in creates a rivalry between communities. This rivalry
usually begins at the fourth grade elementary level when youth are eligible to participate
in competitive sports. The competition remains in the athletes’ lives until after
graduation but the community competition continues. Also, I am intending to discover
unexpected findings during the research process. The unexpected findings may help
shape the outcome of my final document or may raise questions that maybe investigated
at a later date.
To substantiate the findings, literature reviews will be conducted on the historical
contexts; proposed cultural arts program elements, and the program outcomes. Future
research will need to be conducted on who is qualified to teach diverse cultures and what
training will need to be provided to those who teach. Also, additional research will need
to be conducted on the impact of the proposed cultural arts program. It is my expectation
that I will discover other avenues of research that will spark my interest and aid in the
validation of my research.
5
Appendix A:
Conceptual Framework Schematic
Native American History
Creation of Wind River Indian Reservation
Historical Contexts
Divided Tribal Communities
Tribal Issues
Program
Outcome
Govmt Goals
Historical Trauma
The Need for Cultural Acceptance
Between Tribal Communities
Positive Youth Development
Positive Social Progression
Cultural Mural Arts Program
Community Readiness to change
Program
Arts Ed/Visual Arts
Cultural Policy
Culturally Relevant Pedagogy for
Native American children
After-School/Summer Programming
Wind River Reservation Cultures
Wind River Indian Reservation
Education
Significance of sports in
Native American communities
6
References
Ballengee-Morris, C., & Stuhr, P. (2001). Multicultural arts and visual cultural
education in a changing world. Art Education, 54(4), 6-12.
Clifton, C., & Serlin, R.C. (2006). The SAGE handbook for research in education:
Engaging in ideas and enriching
inquiry. Retrieved June 5, 2008, from
http://books.google.com/books?id=Nxk0IbYlOZAC&pg=PA291&lpg=PA29
1&dq=the+importance+of+historical+inquiry+from+sage&source=web&ots
=8zjyiVre-j&sig=FVY3NKnysquRTvPIPhK0PXBBtA8&hl=en
Cornell Chronicle. (2001). A discussion of the importance – and joys – of historical
inquiry. Retrieved June 5, 2008, from the Cornell University Web site:
http://www.news.cornell.edu/chronicle/01/12.6.01/KammenQ-A.html
The National Clearinghouse on Families & Youth. (1996). Reconnecting youth &
community: A youth development approach. U.S. Department of Health and
Human Services, (1996, July), 1-14.
Russell-Bowie, D. (2005). Community harmony project: Real-life integrated
creative arts project. The Journal of Strength-based interventions: Reclaiming
Children and Youth, 14(1), 13-15.
Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
7
Download