Capacity Building for FCS Education Students through Experiences in a Tribal Community

By DeBates, Debra A.; Crews, Georgia W. et al. | Journal of Family and Consumer Sciences, September 2003 | Go to article overview

Capacity Building for FCS Education Students through Experiences in a Tribal Community


DeBates, Debra A., Crews, Georgia W., Graves, Nicole A., Journal of Family and Consumer Sciences


Capacity building is defined as "acquiring and using knowledge and skills, building on assets and strengths, respecting diversity, responding to change and creating the future" (American Association of Family & Consumer Sciences, 2001). Family and consumer sciences (FCS) educators guide youth and adults as they expand their capacity for diverse roles as individuals, family members, employees, and citizens of the larger community.

Teacher preparation must include opportunities for students to build capacity as they prepare to become educators in an increasingly diverse world. Appreciation and knowledge of the role of cultural diversity enhances this process (Darling, Greenwood, & Hansen-Gandy, 1998). Developing appreciation for and knowledge of diversity requires multiple experiences both on and off-campus. Experiences in off-campus cultural settings compliment campus learning. Opportunities to interact with communities and audiences representative of those they are likely to serve is important (Gallego, 2001).

Native Americans constitute 8.3% of South Dakota's population, the largest non-White population (U.S. Census Bureau, 2000). This is significant as Native Americans make up less than 1% of the nation's population. Building capacity for working with Native Americans is particularly important for teacher preparation programs in South Dakota.

Constructivism and Experiential Learning

Two theories ground this work: constructivism and experiential learning. Engagement in experiences that expand knowledge and understanding are critical to learning as emphasized by constructivist theory. The essence of constructivism is that learners construct personal knowledge and meaning from their experiences (Fosnot, 1996). Constructivism acknowledges the active role of learners in the unique creation of knowledge, the importance of individual and social experience in this knowledge development process, and the realization that the new knowledge will vary in its degree of validity (Doolittle & Camp, 1999). Engaging students in a variety of learning experiences provides greater opportunity for construction of knowledge than can occur if only in a university classroom.

Experiential learning theory promotes the importance of reflection in the learning process. Mezirow and others stressed that the heart of learning lies in how experiences are processed, particularly the critical reflection on the experience. Learning is a cycle that begins with experience, continues with reflection, and later leads to action (Cranton, 1992).

Background

Failure to challenge attitudes and beliefs about culture may lead to an underestimation of student abilities (Flores, Tefft-Cousins, & Diaz, 1991). This study was designed to assist students in constructing new knowledge of and respect for Native American culture. Specific objectives were to:

* Assess the impact of contextual experiences with Native American culture on students' knowledge.

* Strengthen respect for Native American culture through interaction with Native American students and other tribal members.

Experiential learning opportunities were integrated into upper level classes during the fall of 2001. Approval was granted by the university Human Subjects Committee prior to the study.

FCS education students and faculty made two visits to the Tiospa Zina Tribal School on the Lake Traverse Indian Reservation, home to the Sisseton Wahpeton Sioux Tribes of the Dakota people. This K-12 tribal school was founded in 1981 and its mission is to develop learners who "retain their own unique culture" and are "prepared for a technological/multicultural society" (Tiospa Zina Tribal School, 2000-2001).

During the first visit, university students primarily learned about the school through dialogue and observation. The superintendent provided an overview and the students were oriented to the FCS curriculum. Several classes were observed including PCS, math, computer technology, government, and Dakota culture. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Capacity Building for FCS Education Students through Experiences in a Tribal Community
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.