This program is for learners who have a research topic with a major focus on justice and community in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research, interviewing techniques, writing workshops, computer literacy, library workshops, historical and cultural timelines, educational technology, and the educational philosophy that supports this program. The faculty team will offer a special series of workshops to support the particular academic needs of first and second year participants.
Individual research will pay special attention to the relationship of reciprocal respect required in justice themes. Student researchers will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Research will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, cross-cultural communication, and to definitive themes of justice. We shall explore Native American perspectives and look at issues that are particularly relevant to indigenous people of the Americas.
In this program, learners’ individual projects will examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner’s area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. The faculty are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics.
Yvonne Peterson will facilitate a joint Theory to Praxis workshop for with students from Laws/Policies of Indian Education and Indian Child Welfare to allow for common conversation, presentations, speakers, community service and outreach to Indian communities, student presentation of academic projects, and to build a shared academic community.
In fall quarter, participants will state research questions. In late fall and winter, individually and in small study groups, learners and faculty will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.
In keeping with Evergreen’s transfer policy, credit will not be awarded in physical education activities that are not accompanied by an academic component.