Swimming Outside of the Fishbowl: Cross-Cultural Insights From the Field

• In Event: Problematizing International Field Experiences: Do They Promote Intercultural Competence or Reinforce Euro-Western Privilege and Ethnocentrism?

Abstract

Too often, partnerships, grants, and early childhood education initiatives with Indigenous communities are temporary and singular in nature. Consideration of historical trauma and teaching children in ways that do not repeat the past but seek to reclaim and recreate an authentic Indigenous identity are not infused in the work. This study is part of a larger collaborative effort between University of Wisconsin-Whitewater, and one Ojibwe community. The purpose of this study is to explore pre-service teachers understandings of one cross-cultural experience as it relates to the early childhood education program and future teaching.

UW-W early childhood education (ECE) pre-service teachers completed field experiences in PreK-3rd grade classrooms at the K12 tribal school, lived within the reservation community, and took an Introduction to Ojibwe Culture course with a tribal elder at the Ojibwe community college. ECE students joined the experience as part of our ECE undergraduate cohort after completing a families course considering strengths and barriers of varied lived experiences using an ecological theory model and completing the Identity, Culture and Social Justice in ECE course. Both courses emphasize awareness of layered socio-cultural influences centered on power and privilege.

We explored the progress and barriers inherent in creating collaborative opportunities between higher education institutions and Indigenous communities specifically unpacking the preparation, coordination and communication for field experiences. Ecological theory offered a framework for understanding the influences at multiple levels through nested systems that include strengths and barriers for the child at the center. In addition, we applied the chronosystem considering how historical events can reverberate across time in ways that directly impact the child. Decolonizing perspectives and racial identity as a deeper layer of theory was used to understand power dynamics specifically taking into account intergenerational trauma and colonization.

We assigned the codes of tourist, relevance and barriers and individually coded reflective passages from daily journals posted individually online throughout the three-week experience. Using qualitative emergent methods we then read across the reflections and made comments on intersections and insights among our work. Through critical analysis of journals we uncovered deeper insights including awareness of individual comfort zones for difference, unpacking strengths vs deficits, the culture of curriculum and the ‘education to succeed’ message of graduation.

Pre-service teachers shared how their understanding of lived experience shifted and a renewed sense of advocacy emerged focusing on the effects of colonization on children and families both within and across the communities. Specifically, we worked to acknowledge the power of the experience as ours alone and unique but also explored ways to connect the insights in ways that show the value and importance of reflecting on our identity and power in relation to our teaching. The willingness to be vulnerable and take risks was necessary for this work. Finally, the problemmatic nature of temporary experiences is exposed. Next steps include reflective discussions within our ECE program across sites (Ecuador and Ojibwe).

Authors

• Lucinda G. Heimer, University of Wisconsin - Whitewater

• Lynell D Caya, University of Wisconsin - Whitewater

• Paige Lancaster, CESA #2