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• W79632848 abstract "This study examines the personal choices of two American Indian men who grew up on different reservations (Hopi and Navajo) in the Southwest. Specifically, the study explores the agendas, opportunities, and decisions involved in retaining or rejecting each man's traditional culture and language. The study was based on discussions with both men over a period of a year that focused on all aspects of their academic and life experiences. Both 'men were in their late twenties, were educated through high school on their reservations, and were English literate. Both were attending the same university in a nearby large metropolitan city where they were completing advanced degrees. Three primary factors influenced the men in their life choices: parents' level of cultural literacy and participation in tradition, world views of extended families and cultural groups, and personal interests in traditional and nontraditional ways. This study suggests that the subjects' divided interests between traditional and Euro-American ways were a fundamental part of the cultural cohesion and cultural interference that existed within their societies. This study demonstrates that heritage language loss and the lack of cultural transmission do not necessarily come about through cultural discontinuity between the institutions of minority and majority cultures. Elders and relatives can provide support that enhances their traditions and further enculturates their children. This is especially relevant where children are caught between the need for English literacy and thenecessity of maintaining and transmitting the heritage language and culture. These two men were able to achieve in both realms without the wholesale replacement of one set of beliefs by another. They chose the best aspects from both traditions to situate their identities at the intersection of two disparate cultures. (LP) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** CULTURAL INTERFERENCE AND CULTURAL COHESION: Schooling and Traditions in Two Communities Michael Brunn, Ph. D. Western Illinois University Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March 24 28, 1997 Division G: Social Context of Education Special Interest Group: American Indian / Alaskan U.S. DEPARTMENT OF EDUCATION Native Education Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Bethis document has been reproduced as received from the person or organization PERMISSION TO REPRODUCE THIS originating it. MATERIAL HAS BEEN GRANTED BY dla e-4 r O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Please do not borrow or quote from this material without the written permission of the author. Correspondence concerning this paper should be directed to Michael Brunn, Western Illinois University, Department of Elementary Education and Reading, Horrabin Hall 38B, Macomb, IL 61455 (309) 298-1694 of) E-mail: Michael_Brunn@ccmail.wiu.edu" @default.
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• W79632848 date "1997-03-01" @default.
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• W79632848 title "Cultural Interference and Cultural Cohesion: Schooling and Traditions in Two Communities." @default.
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