CULTURAL IDENTITY DEVELOPMENT MODEL USING DISCRETE WAVELETS. A STUDY OF LETTERS IN THE AUTOBIOGRAPHY

AbstractThis paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students.

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Always Learning from Each Other: Cultural Identity Development in Two Generations of Korean Immigrant Fathers

International journal of human ecology ◽

10.6115/ijhe.2012.13.1.89 ◽

2012 ◽

Vol 13 (1) ◽

pp. 89-103 ◽

Cited By ~ 1

Author(s):

Young-In Kwon ◽

Kevin M. Roy

Keyword(s):

Identity Development ◽

Cultural Identity ◽

Korean Immigrant ◽

Two Generations ◽

Cultural Identity Development

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Towards an understanding of the role of language in the science classroom and its association with cultural identity development in the context of Mozambique

Cultural Studies of Science Education ◽

10.1007/s11422-010-9283-5 ◽

2010 ◽

Vol 6 (2) ◽

pp. 435-440 ◽

Cited By ~ 1

Author(s):

Alberto Felisberto Cupane

Keyword(s):

Identity Development ◽

Cultural Identity ◽

Science Classroom ◽

Cultural Identity Development

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Formovanie kultúrnej a etnickej identity Maoriov prostredníctvom príslušnosti ku gangu

Kulturní studia ◽

10.7160/ks.2021.150104 ◽

2021 ◽

Vol 2021 (1) ◽

pp. 61-84

Author(s):

Lucia Bistárová ◽

Keyword(s):

New Zealand ◽

Identity Development ◽

Cultural Identity ◽

Rural Areas ◽

Sense Of Belonging ◽

Cultural Engagement ◽

Ethnic And Cultural Identity ◽

Cultural Identity Development ◽

The Impact

Though often called a “heaven on Earth” New Zealand suffers from a serious problem with gangs. Ethnic gangs have dominated the New Zealand gang scene since the 70s when many Maoris left traditional rural areas and migrated in search of work to the cities but ended up in poverty because of lack of skills and poorly-paid jobs. Maori urbanization and the dual pressures of acculturation and discrimination resulted in a breakdown of the traditional Maori social structures and alienated many from their culture. Maoris who have been unable to maintain their ethnic and cultural identity through their genealogical ties and involvement in Maori culture attempt to find it elsewhere. For many of those that have lost contact with their cultural and ethnic links gangs have replaced families and community and provides individuals with a sense of belonging and safety. The aim of this article is to demonstrate the role of gangs in Maori ethnic and cultural identity development. This paper demonstrates the impact of gang environment on individual identity development and provides evidence that cultural engagement initiatives can enhance Maori identities, which in turn could increase psychological and socio-economic wellbeing.

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