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1 – 10 of over 16000Framing “Polynesia” as a touristic commodity needs to be critically tied to the cultures of imperialism that practiced both scientific racism and produced the commodity spectacle…
Abstract
Framing “Polynesia” as a touristic commodity needs to be critically tied to the cultures of imperialism that practiced both scientific racism and produced the commodity spectacle as means to rationalize the often-violent project of “civilizing.” In the late 1800s, during the second wave of European and American colonization, the cultural realm mitigated the violence and facilitated the undertaking of empire by the masses as well as providing a space for uneven and heterogeneous responses to colonialism (Pease, 1993). Foremost among these cultural technologies were the advertising industry and the world's fairs. Displaying the technological prowess and progress of American and European civilization alongside the sideshows of “other,” less civilized cultures, the fairs worked to sell the project of expansion to its audience. For Robert Rydell (1987), these world's fairs were an effective tool of “the legitimizing ideology offered to a nation torn by class conflict” as well as racial and gender discord (p. 193). Empire was seen to solve these domestic pressures by offering a unifying national project of Manifest Destiny.
The purpose of this paper is to explore how culture affects economic development on Native American reservations by examining how culture directs the attention of entrepreneurs…
Abstract
Purpose
The purpose of this paper is to explore how culture affects economic development on Native American reservations by examining how culture directs the attention of entrepreneurs and interacts with formal governance institutions.
Design/methodology/approach
This paper combines theoretical insights from economic sociology, market process economics and institutional economics as a basis to evaluate entrepreneurship and economic development on Native American reservations. Culture, as a web of social meanings, shapes what opportunities entrepreneurs are alert to, influences how they perceive transaction costs and determines whether institutions achieve their intended ends. Historical and contemporary case studies are used to build analytical narratives to corroborate the theoretical approach.
Findings
The federal government has imposed many formal institutions on reservations, which have disrupted traditional governance and property rights structures. If formal institutions do not comport with the underlying culture, those institutions do not facilitate positive entrepreneurship and economic growth. Despite the barriers, entrepreneurs across several reservations have leveraged their cultural and social ties to create robust informal economies. In some cases, imposed institutions have fostered rent-seeking and have given rise to a culture of rent-seeking.
Research limitations/implications
This paper looks at Native American entrepreneurship and institutions in the broadest sense. However, there is a large amount of diversity within the cultural and governance structures of Native American communities. Future research could examine specific tribes or reservations in more detail.
Practical implications
This paper elucidates cultural and institutional barriers to productive entrepreneurship on Native American lands. Policymakers must understand these root causes if they are to facilitate economic growth.
Originality/value
This paper’s combination of theoretical perspectives helps explain the widespread economic development issues on Native American lands.
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Paul Berg, Kathryn Cruz, Thomas Duening and Susan Schoenberg
The geosocial divide that separates many rural regions of Alaska continues to present considerable challenges, such as those that have long plagued the Yukon-Kuskokwim region with…
Abstract
The geosocial divide that separates many rural regions of Alaska continues to present considerable challenges, such as those that have long plagued the Yukon-Kuskokwim region with cultural and value conflicts. Lack of empirical data and improper identification of the root causes of the ongoing socio-political, cultural and economic disparities between rural Alaska and the rest of the country contribute to the general misconceptions of the turbulent nature of life on the tundra today. In this isolated region, the state has built dozens of schools that largely employ non-Natives. Teacher certification requirements have largely alienated Alaska Natives from pursuing careers in their home villages due to cost, lack of access, lack of student support and irrelevant curriculum. Despite rigorous standards and extraordinary funding opportunities, the current model has traditionally underperformed against both state and national norms.
This research targets a project that re-conceptualizes the teacher certification pipeline for remote Alaska Native villages via the utilisation of a competency-based bilingual curriculum, mentoring and interactive learning delivered via hybrid and online formats. The Native Teacher Certification Pathway proposed will be significant both in its local impact on unemployed adults and Yupik youth, and globally as a site for innovation in the application, delivery and assessment of evidence-based student support activities and programmes. Leveraging place, identity, language and values make learning incredibly powerful, increases efficacy and creates a true impact. Universities and business programmes that are sensitive to this fact and tailor their programmes appropriately will likely see a greater return on their investment.
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This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’…
Abstract
This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’ cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns’ descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers’ transformative learning.
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Zilong Liu, Xuequn Wang and Jun Liu
Digital natives have become significant users of social network sites (SNSs); therefore, their disclosed personal information can be misused by SNS providers and/or other users…
Abstract
Purpose
Digital natives have become significant users of social network sites (SNSs); therefore, their disclosed personal information can be misused by SNS providers and/or other users. The purpose of this paper is to understand how digital natives make their self-disclosure decisions on SNSs, as well as whether the concept of culture can still be relevant to digital natives.
Design/methodology/approach
The hypotheses were tested with survey data collected from the USA and China.
Findings
The results show that trust in SNSs and trust in SNS users are positively related to social rewards. Social rewards are positively related to intention to self-disclose, while privacy risk is positively related to privacy concerns. Further, culture significantly moderates the relationship between trust and social rewards.
Research limitations/implications
The study clarifies the effects of different types of trust on privacy in the context of SNSs. Further, the study shows the effects of culture when digital natives make self-disclosure decisions.
Practical implications
SNS providers also need to focus on different types of trust when operating in different cultural contexts. Further, SNS providers expanding their markets should emphasize social rewards to increase the likelihood of self-disclosure.
Originality/value
The results show that while culture can still be helpful to explain digital natives’ trust beliefs, digital natives have started to converge regarding their perceptions about privacy concerns and self-disclosure.
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This paper aims to explain the modern unintended human-personal self-destruction and the importance of diverse society-specific holistic cultures (“native cultures”) and social…
Abstract
Purpose
This paper aims to explain the modern unintended human-personal self-destruction and the importance of diverse society-specific holistic cultures (“native cultures”) and social value systems as the remedy.
Design/methodology/approach
This paper is a viewpoint, as both the explanation and the proposed remedy are based on the present author’s historical, theoretical and normative considerations.
Findings
First, the author’s interpretation of pre-modern to modern Western societies reveals that some important pre-modern Western values are given to the modern era as part of the market value system. Second, some Mercantilist ideas have strong influences on Classical economic theory and methodology. Third, the modern Western value system – the market value system – corresponds to the Core Synergism of Modern Civilization or the complex driving force of Modern Civilization.
Social implications
This paper is designed to facilitate reflection on the excessive emphasis on economic/market values.
Originality/value
The present author’s normative framework for social value system (“integral harmony”) is used for explaining a likely remedy of the unintended human-personal self-destruction. Also, for solving the human-personal predicament, this article integrates native culture, balance and harmony into economic thinking to promote sustainable development for a viable human future. Concluding remarks provide a summary for clarification of the remedy.
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The rate of Native Americans attending institutions of higher education is much lower (24 percent) in comparison to their White peers (48 percent) (Ross et al., 2012). This…
Abstract
The rate of Native Americans attending institutions of higher education is much lower (24 percent) in comparison to their White peers (48 percent) (Ross et al., 2012). This chapter explores factors that contribute to the accessibility of higher education for Native American students (e.g., family, institutions, communities, and academic influences.) The extreme differences in the rate of Native Americans attending institutions of higher education are not attributed to one single problem. However, this chapter argues that it is imperative to see that an accumulation of experiences influence higher education accessibility and in order to increase the attendance of Native Americans in colleges and universities, a multifaceted approach informed by Tribal Critical Theory must be used.
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This paper aims to discusses the importance of Native American literature in library collections.
Abstract
Purpose
This paper aims to discusses the importance of Native American literature in library collections.
Design/methodology/approach
This paper is based on research of recent articles.
Findings
The paper identifies many good titles on Native Americans that deserve to be in libraries so that the history and culture of Native Americans will be available to all users.
Practical implications
Libraries should identify good quality books on Native Americans and by Native Americans to add to their collections. Many are now available so that it is not difficult to find appropriate ones that reflect contemporary views of Native Americans.
Originality/value
This paper pulls together a good deal of recent information on books by and about Native Americans as well as pointing to some excellent collections.
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There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to…
Abstract
There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.
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Native peoples living within their cultures find themselves the focus of increased attention and are renewing their own ties in a cultural renaissance. Non‐Natives are becoming…
Abstract
Native peoples living within their cultures find themselves the focus of increased attention and are renewing their own ties in a cultural renaissance. Non‐Natives are becoming more intrigued with both scholarly and popular interpretations of some aspects of Native cultures. Those Native Americans living outside the culture are trying, in varying degrees, to recover old ways, thus attempting to reverse generations of assimilation. It is with the latter group that this article is concerned: the non affiliated Native Americans who are intellectually and/or spiritually as well as physically removed from traditional teachings. What kinds of assistance can libraries provide to Native Americans wishing to reclaim their cultural legacy?