Uncovering Beauty in a Narrative of Tragedy: Native Students\u27 Counter Narratives to Deficit Discourse

The purpose of this research was to understand how a group of Native students attending South Dakota State University (SDSU) understand their educational experiences in the context of the multiple cultures they must negotiate in education institutions that have been historically structured to privilege the dominant, White culture and deculturalize the Other. This research required that I critically analyze my role in American Indian higher education from my position as a mixed-race university administrator and teacher. A deeper understanding of Native students’ educational, community, cultural experiences, and histories, might impel higher education institutions to critically reflect on the historic role of education in a legacy of structural oppression and violence against Native peoples. Such critical reflection might further promote culturally sustaining curriculum, pedagogies, and institutional climates to better serve Native students to the benefit of all. In this research, I worked with students who embody different socio-cultural histories and occupy different subjective positions than I do. Throughout this work I proceeded from the understanding that I am situated in this research in relationship with others and that I must reflect on my own history, experiences, assumptions, biases, and identity. An essential part of this process lies in critical reflectivity on my identity and subjectivity through a framework of researcher racial and cultural positionality that includes researching the self and researching the self in relation to Others. The research participants included three Native students currently attending SDSU and me. The study is represented through autoethnographic and visual participatory methods, with data consisting of individual conversations, auto-photography, photo-elicitation, and analytic and reflective memos. This study makes visible ways in which Native students offer a counter-narrative to deculturalization, hegemony, and educational assimilation through their resilience. Analysis revealed three major themes: a) The importance of community; b) American Indian education as deculturalization and colonization; c) culturally sustaining education. Implications of this research for higher education include Understanding the Complexity of “True Culture”, De-Colonizing Curriculum, Teaching and Institutional Structure, Understanding and Appreciating American Indian Education as a Social Justice Issue, Educating Whole People, and an ethic of advocacy and humanity in educational research