Date of Award

2-25-1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Research

First Advisor

Janet Goldenstein Ahler

Abstract

The purpose of this qualitative study was to explore, in-depth, how informal and incidental experiences impacted participants participating in civil action found within an American Indian community from a critically reflective qualitative paradigm. This study was based upon the assumption that all individuals, through their own power and wisdom, have the capacity to learn under any circumstance and that each individual learns through their own unique experiences. Finally, the aim of this study is to create an awareness of the relationship between American Indian communities and education.Qualitative methods were employed in this study which included in-depth interviews, observation and triangulation procedures. Six individuals were observed and interviewed. A critical ethnographic approach was also used to develop a more humanistic, "meaningful" method of research. In addition, grounded theory guided the method of data collection and analysis. Finally, recommendations were made to better assist educators to utilize the results of the study. A review of literature that supports the findings is also included.The main focus for this study involved identifying several themes and patterns which emerged from analyzing the collected data concerning informal learning which will aid educators in developing new approaches when designing curriculum for American Indian students. The following four themes were identified: Theme One: Intrinsic motivation was an underlying factor throughout the participants' learning process. Theme Two: The participants all shared similar informal learning processes involving listening, observing, asking, and doing. Theme Three: The participants developed a critically reflective awareness of the shared norms, standards and values within their community. Theme Four: Through their informal learning experiences the participants gained a sense of empowerment.In conclusion, the participants gained a new awareness concerning their informal and incidental learning experience involving civil action which allowed them to be more critically reflective and empowered. Lastly, the participants were all aware that their formal learning experience was not culturally appropriate or relevant to their needs, which as a result, inhibited their informal and incidental learning process.

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