Cultural Characteristics of Western Educational Structures and Their Effects on Local Ways of Knowing
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University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2009 Cultural Characteristics of Western Educational Structures and Their Effects on Local Ways of Knowing Cheryl L. Woolsey Des Jarlais The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Woolsey Des Jarlais, Cheryl L., "Cultural Characteristics of Western Educational Structures and Their Effects on Local Ways of Knowing" (2009). Graduate Student Theses, Dissertations, & Professional Papers. 1301. https://scholarworks.umt.edu/etd/1301 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. 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CULTURAL CHARACTERISTICS OF WESTERN EDUCATIONAL STRUCTURES AND THEIR EFFECTS ON LOCAL WAYS OF KNOWING By CHERYL LYNN WOOLSEY DES JARLAIS Master of Arts in Education, Andrews University, Michigan, 1978 Bachelor of Science, Southern Adventist University, Tennessee, 1977 Dissertation Presented in partial fulfillment of the requirements For the degree of Doctor of Education In Educational Leadership University of Montana Missoula, MT July 2009 Approved by: Perry Brown, Associate Provost for Graduate Education Graduate School Don Robson, Chair Educational Leadership Roberta Evans Educational Leadership William McCaw Educational Leadership Kathryn Shanley Native American Studies Darrell Stolle Curriculum and Instruction i Des Jarlais, Woolsey Cheryl, Doctor of Education, May 2009 Educational Leadership Cultural Characteristics of Western Educational Structures and Their Effects on Local Ways of Knowing Chairperson: Don Robson This critical ethnography is a study of how the interfaces between Western educational structures and Native cultural structures function in the daily operations of a privately owned school in a Native community, how these functions have evolved, drawbacks and strengths of both Western and Native cultural structures, and current challenges in relating to the mixtures of philosophy, value systems and socialization expectations of these systems. The review of literature exposed a variety a variety of assumptions regarding individualism, bureaucratization, homogenization, universalism, meritocracy, and rationalization reflected in Western educational structures. The study done at Valley Grove Mission School illuminated the assumptions and expectations for educational processes of the surrounding Native community which at times reflected Western values, but at other times were very different. The Native community in Valley Grove demonstrated a value for democracy, individualism, and efficient bureaucracies. To some degree the Native community under study recognized and appreciated the fairness and order that these elements of structure sought to bring to decision-making. However, the Native community prioritized long- term relationships nurtured through visiting and localized events that capitalized on community interaction. Self-determination was important: Native leadership emphasized their role in sharing Native ways of knowing and cultural meaning in order to develop cultural bridges between the Native and modern worlds for Native students. Rather than long-term professional training programs at distant schools, participants in the study deemed short-term, practical, apprentice-style trainings in local fields more useful as tools for developing Native leadership in Native communities. ii For Willie iii TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1 Introduction 1 Purpose 3 Research Questions 3 Significance of Study 4 Definitions 4 Delimitations 4 Limitations 5 Summary 5 CHAPTER TWO: LITERATURE REVIEW 7 Introduction 7 Cultural Characteristics of Western Educational Structures 9 Authoritarianism and the Rise of Individualism 10 Roots of Democracy 13 Protestant Education Reforms 16 Family and Class Socialization Issues 20 Bureaucracy, Hierarchy, Homogenization, and Professionalism 22 Compulsory Schooling 23 The Rise of Capitalism 31 Ethical Dilemmas 33 Rationalism and Ethics 36 Native Ways of Knowing 41 iv Oral Traditions 41 Contemplation and Nature 43 Dreams and Relationships 45 Mentoring and Apprenticeships 46 Symbolism in Art, Music, Dance, and Architecture 47 Connections Emphasized in Language and World View 50 How Western Education has Impacted Native Ways of Knowing 53 Western Colonial Hegemony 53 Emphasis on English and Western Science Literacy in Classrooms 56 Western Economic Assumptions 62 Western Patterns of Organization and Structure 66 Comparing and Contrasting Western and Native Ways 70 Linear versus Intuitive Ways of Knowing 70 Western and Indigenous Ways of Knowing 75 Capitalism versus Self-Sufficiency 80 Formal Bureaucracy versus Informal means of Governance 88 Clan Structures 97 Globalization versus Localization 102 Responding to Challenges of Western Educational Structures 104 Western Alternative Schools 104 Home Education 105 Indigenous-Influenced or Controlled Western Schools 107 Need for Research 113 v Geography of Four Corners Area 114 Navajo Tribal History 115 “Civilizing” Indians 117 Reservation Life 118 Navajo Education 118 Seventh-day Adventists, Education, and a Sense of Mission 120 CHAPTER THREE: METHODOLOGY 126 Research Methods 126 Research Questions 127 Research Procedures 128 Role of Researcher 131 Ethical Dimensions 132 Delimitations 133 Limitations 133 Reflexivity and Philosophy of Research 134 CHAPTER FOUR: ANALYSIS 136 How the Study Was Conducted 136 Field Work Dates and Site 136 Meetings, Interviews, and Other Data Collections 137 Data Analysis 139 Identification of Themes 144 Fine-tuning the Themes as Narratives 148 Theme 1: Memories of the Chaskesi Area 149 vi 4.01 Location 150 4.02 History of the Chaskesi Area 150 4.03 The Lake Grove Mission 151 4.04 The Wash and Road Conditions 153 4.05 Early Days at Valley Grove 156 4.06 Smith Rock School 156 4.07 Changes in Life Style 157 4.08 Memories of Discipline at Valley Grove 158 4.09 Positive Memories of Valley Grove 160 4.10 Memories of the Quality of Academics 161 4.11 The Chaskesi Reputation 162 Theme 1: Summary and Reflection 163 Theme 2: Mission Development and Leadership 165 4.12 Early Founders and Supporters of Valley Grove Mission 165 4.13 Advantages and Disadvantages of Being Self-Supporting 167 4.14 Seventh-day Adventist Conference, Union, and Division Leadership 167 4.15 Board Leadership 169 4.16 The Executive Board 170 4.17 The Executive Board Decision Regarding the 10-4 School Schedule 170 4.18 The Closure of the Parks School 172 4.19 Mission Directors 174 vii 4.20 Accreditation 176 4.21 Need for Good Administration/Community Relationships 176 4.22 Constituency Meetings and Chapter House Meetings 177 4.23 Staff 178 4.24 Reasons for Working at Valley Grove 180 4.25 Problems Faced by Staff 182 Theme 2: Summary and Reflections 184 Theme 3: Mission Purpose 186 4.26 Defining Mission Purpose 187 4.27 The School 190 4.28 Why Children Were Enrolled at Valley Grove 190 4.29 Concerns Regarding the Acceptance of Children with Problems 192 4.30 Retention 193 4.31 Vegetarian Diet 193 4.32 Differences in Values 195 4.33 Quandaries About the Children’s Levels of Motivation 196 4.34 Yelling Staff and Silent Children 197 4.35 Determination 198 4.36 School/Parent Relationships 200 4.37 Parent Participation in Conferences 200 4.38 Navajo Language and Other Cultural Studies 201 4.39 The Clinic 202 viii 4.40 The Church 203 4.41 The Church in Limbo 203 4.42 Low Attendance 204 4.43 Earlier Memories of a Healthier Church 205 4.44 Baptism 207 4.45 Cultural Differences in Understanding What it Meant to be Christian 209 4.46 Native Community Concerns Regarding Church Work 213 4.47 Navajo Values for Christianity and the Mission 213 4.48 Blending Navajo Cultural Practices with Western Christian Practices 215 4.49 The Blessing Way and Christianity 217 Theme 3: Summary and Reflections 219 Theme 4: Navajo Leadership 223 4.50 Desires for Service 223 4.51 Cultural Differences and Barriers in Training and Worship 226 4.52 Reasons for Few Navajos in Leadership 229 4.53 Western versus Native Training Preferences 235 Theme 4: Summary and Reflections 238 CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS 21 How the Themes Relate to the Research Questions 241 Question # 1 and Conclusions Regarding Question # 1: Cultural Characteristics of Western Educational Structures 243 ix Question # 2 and Conclusions Regarding Question # 2: Interfaces of Western and Native Cultural Educational Traditions and Their Effects on Native Communities 245 Questions # 3 and # 4 and Conclusions Regarding Questions # 3 and # 4: Strengths and Weaknesses Of Western Educational Structures 250 Question # 5 and Conclusions Regarding Question # 5: Native Preferences in Designing Educational Programs 253 Implications of the Study 255 The Big Picture 259 Where Do We Go From Here 262 Need for Further Research 266 REFERENCES 269 APPENDIX A: Consent Form 292 x LIST OF TABLES Figure 4.1 Contact Chart 139 Figure 4.2 First Order Codes and Code Branches 142 Figure 4.3 Concept Map of the Themes of the Study 147 xi CHAPTER ONE INTRODUCTION The political, religious and economic histories of Western civilization have shaped the philosophies, values and organizational