| Summary: | In the field of Native social work education, the concept of "culturally relevant
education" is poorly defined despite increasing student enrollment and
development of programs. This study employed a qualitative approach to explore
with twelve students, enrolled in a B.S.W. program at a Native college in Merritt,
B.C., their experiences and meanings of this concept. In-depth interviews and a
focus group were conducted; data were transcribed and analyzed, using grounded
theory and narrative analysis, to generate concepts, elements, and themes.
Four interactive themes emerged, that when taken together, tell a story of what
"culturally relevant education" meant to these Native students: the four themes
were Learning What It Is To Be Indian; Healing Residual Personal and Cultural
Issues; Integrating the Two Worlds, Aboriginal and White; and, Becoming the
Teacher. The principle finding was that students made cultural relevance for
themselves. Various elements, such as Indian Studies courses and Native
instructors, seemed to support students making cultural relevance.
This study indicates that making cultural relevance was highly individualistic and
situation-specific, and required competence in mainstream culture and a First
Nation's culture. Educators, programs, and institutions can, and should, help
students access the necessary elements. The main criterion for determining such
elements should be the extent to which they strengthen student's Aboriginal self- identity and worth: it seems that strong Aboriginal self-identity and worth is what
supported the student's ability to make cultural relevance. Further research into
the phenomenon of making cultural relevance is indicated.
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