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A Method for Developing Multicultural Education Programs: an Example Using Cahuilla Indian Oral Narratives Nancy Tucker Morris Iowa State University

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A Method for Developing Multicultural Education Programs: an Example Using Cahuilla Indian Oral Narratives Nancy Tucker Morris Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 A method for developing multicultural education programs: an example using Cahuilla Indian oral narratives Nancy Tucker Morris Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Morris, Nancy Tucker, "A method for developing multicultural education programs: an example using Cahuilla Indian oral narratives " (1976). Retrospective Theses and Dissertations. 5692. https://lib.dr.iastate.edu/rtd/5692 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page's) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in *Vor»+i/^r>ir*n" +ho motorioi 1+ ic r»iletotriPK^/ to Konin nhotomo at tho iinnor left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again - beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs " if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as rsceived. Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 77-1467 MORRIS, Nancy Tucker, 1944- A METHOD FOR DEVELOPING MULTICULTURAL EDUCATION PROGRAMS; AN EXAMPLE USING CAHUILLA INDIAN ORAL NARRATIVES. Iowa State University, Ph.D., 1976 Education, general Xerox University Microfilms, Am Arbor, Michigan 48io6 A method for developing multicultural education programs: An example using Cahuilla Indian oral narratives by Nancy Tucker Morris A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies Major: Education Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. F(^ the Major Department Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1976 li TABLE OF CONTENTS Page INTRODUCTION: MULTICULTURAL EDUCATION 1 Cultural Pluralism 2 Multicultural Education 4 Learning Styles 15 Summary 19 STATEMENT OF THE PROBLEM 21 METHODS 26 Myth Analysis 26 Content Analysis 34 Plan of Study 45 REVIEW OF INDIAN EDUCATION 52b The Colonial Period 52b Early United States Policy, 1776-1860 54 Recent United States Policy, 1860-1960 56 The Current Situation, 1960-Present 63 Summary 72 THE CAHUILLA 74 EthnograiJuy 74 Cahuilla Today 82 MATERIALS; CAHUILLA ORAL LITERATURE 87 iii Page ORAL NARRATIVE AS CULTURAL CURRICULA 95 Basic Objectives 97 Selecting Content 98 Organizing Content: Cahuilla Concept of Knowledge 126 Learning Experiences: Cahuilla Learning Models 132 Evaluation of Learning 137 CONCLUSIONS: EVALUATION AND SUGGESTED APPLICATIONS 138 Evaluation oc Computer Assistance 138 Evualtion of the Validity of Themes Analyzed 140 Suggested Applications for the Analysis 141 Summary 150 DISCUSSION OF SUGGESTED PROCEDURAL REVISIONS 151 BIBLIOGRAPHY 155 ACKNOVJLEDGEMENTS 171b APPENDIX A: COMPUTER PROGRAMS 172 Program for KWOC Keyword Output 172 Program to Create TRIAL File on Tape 173 Program for TRIAL Keyword Output 174 APPENDIX B: FORMAT FOR KEYWORD OUTPUT 175 KWOC Keyword Output 175 TRIAL Keyword Output 177 1 INTRODUCTION: MULTICULTURAL EDUCATION Every classroom in America contains students who reflect, in their physical appearance, language and other behavioral skills, the diverse origins of the American people. In education this diversity has been viewed as both a negative and positive challenge. Teachers, administra­ tors, school districts and educational planners have been hard pressed to provide quality education for all. How such diversity has been handled has changed dramatically over the past two decades. Previously similarities were stressed and education was concerned with providing immigrant children with skills needed for assimilation - language training and citizenship courses. Recently some interest has been directed to the contributions which cultural differences have made to the development of the nation. Historically the United States has been composed of diverse groups who emigrated from many of the other nations of the world. Modern American society is a "unique mosaic of [these] cultures" (Hunter 1974: 11). The tacit assumption has been that these diverse cultures have been melded into a single cultural identity formed by the immigrant experience. The goal of a single American culture, or the "melting pot theory" was first popularized by Zangwill (1909) in his play of that name. His idea was that all the groups immigrating to America would exchange ideas and cultural practices and meld into a unique "American" pattern which all would share freely. Zangwill based his ideas on observations of 2 what had happened to groups which had come to America from Northern Europe and the British Isles. However, when his play was written there were numerous immigrants from southern Europe, the Slavic countries, Asia and Africa who had not been assimilated. Zangwill thought that these groups with physical evidence of their ancestry, such as skin color or eye form, would certainly take longer to assimilate and would pos­ sibly be incorporated differently. He believed that eventually they too would join the Irish and others in melting into the American main­ stream. Cultural Pluralism During the past two decades there has been an increased awareness throughout the United States that ethnic minorities still exist despite the melting pot theory. Recent studies (Krug 1976; Spradley and Ryukiewicli 1375; Arens and Montague 1976) have shc.-.Ti that despite predictions that migrants would be fully assimilated into a single American tradition, this is not the case. In fact, even the European groups, which Zangwill considered the epitome of his ideas, have main­ tained their European heritage in the New World. The existence of ethnic social clubs, ethnic language newspapers, work cooperatives, churches with ethnic affiliations, geographic clus­ tering, marriage patterns and social relations have tended to per­ petuate cultural traditions not readily visible at the individual level. Today American society and culture is as pluralistic as it was during its formation, although this heterogeneity is expressed in different 3 forms. As early as 1916, when John Dewey spoke of cultural pluralism (Dewey 1916), there was a recognition that ethnic groups were maintaining their individual integrity. With the start of desegrega­ tion, during and after World War Two, there has been a growing aware­ ness that there is cultural and ethnic diversity within this country. The Civil Rights movement of the late 1950's and I960's expressed the growing frustrations with the disparities in life style caused by differences in race, sex, religious preference or cultural heritage. The social and economic unrest of the I960's clearly pointed out that a fairly large segment of American society did not accept the efficacy of the melting pot—not its presumption of "one American culture" nor its suggestion of superiority for this unitary way of life (Kopan and Walberg 1974: vii). Members of militant organizations, at first primarily blacks and later Chicanos, Native Ameiicaua, Asians, Puerto Pvicans and other ethnic groups, demanded recognition as spokesmen for groups of culturally different Americans. Education was a prime target of such public indignation. The 1954 court decision in Brown v Board of Education of Topeka summarizes these concerns. "In these days, it is doubtful that any child may reason­ ably be expected to succeed in life if he is denied the opportunity of an education" (Brown v Board 1954: 483). Importantly this decision lays out the legal obligation of the "state" to provide
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