Elder-led cultural identity program as counterspace at a public university: Narratives on sense of community, empowering settings, and empowerment.
Elder-led cultural identity program as counterspace at a public university: Narratives on sense of community, empowering settings, and empowerment.
复制标题
老年人主导的文化认同计划作为公立大学的反空间：关于社区意识、赋权环境和赋权的叙述。
DOI：
10.1002/ajcp.12673
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发表时间：
2023
影响因子：
3.1
通讯作者：
Hutchinson,JacyR
中科院分区：
文献类型：
--
作者：
Buckingham,SaraL;Schroeder,TieraUqiilaq;Hutchinson,JacyR
高等教育机构呈现出独特的环境，在这种环境中，身份和生活道路被独特地塑造。虽然在他们最好的大学应该作为授权的设置，支持其成员成长和发展，提高对不公正的认识，并催化变化，太多的高等教育系统在美国服务于边缘化土著文化和促进同化白色，欧美文化。反空间提供了一个重要的回应，由经历压迫的人们开发的空间，允许团结建设，社会支持，愈合，资源获取，技能建设，抵抗，反故事讲述，理想的是，赋权。阿拉斯加原住民（AN）文化身份项目（CIP）是基于一所美国城市大学，并在COVID-19大流行期间推出。从现有的最佳科学和实践文献，从学生的本地数据，并从长老传统智慧，CIP纳入讲故事，体验式学习，连接，探索和身份和文化优势的共享，帮助学生了解他们是谁，他们正在成为的目的。总共有44名学生，5名长老和3名额外的工作人员参加了空间。在本文中，我们试图了解这些独特的成员是如何经历CIP的，他们通过10个焦点小组与36个CIP成员共同创造和参与这个空间。我们发现，反空间促进了社区意识，作为一个授权的设置，并为授权行动和涟漪效应奠定了基础。
Higher education institutions present unique settings in which identities and life paths are distinctively shaped. While at their best universities should serve as empowering settings that support their members to grow and develop, to raise awareness of injustice, and to catalyze change, too often systems of higher education in the United States serve to marginalize Indigenous cultures and promote assimilation to White, Euro‐American cultures. Counterspaces offer an important response, spaces developed by and for people experiencing oppression that allow for solidarity‐building, social support, healing, resource attainment, skill‐building, resistance, counter‐storytelling, and ideally, empowerment. The Alaska Native (AN) Cultural Identity Project (CIP) is based at an urban U.S.‐based university and was rolled out during the COVID‐19 pandemic. Developed from the best available scientific and practice literature, local data from AN students, and traditional wisdom from Elders, CIP incorporated storytelling, experiential learning, connection, exploration, and sharing of identity and cultural strengths with the aim of helping AN students understand who they are and who they are becoming. In all, 44 students, 5 Elders, and 3 additional staff participated in the space. In this paper, we sought to understand how CIP was experienced by these unique members who co‐created and engaged in this space through 10 focus groups with 36 of the CIP members. We found that the counterspace promoted a sense of community, served as an empowering setting, and set the stage for empowering actions and ripple effects beyond its impact on individuals.