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Connecting Across Space and Time: Cu...

TenBrink, Jared,

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Connecting Across Space and Time: Cultural Revitalization and Immersive Virtual Reality /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting Across Space and Time: Cultural Revitalization and Immersive Virtual Reality // Jared TenBrink.
Author:	TenBrink, Jared,
Description:	1 electronic resource (414 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
Contained By:	Dissertations Abstracts International87-02A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32271835
ISBN:	9798291566503

Connecting Across Space and Time: Cultural Revitalization and Immersive Virtual Reality /
TenBrink, Jared,

Connecting Across Space and Time: Cultural Revitalization and Immersive Virtual Reality /Jared TenBrink. - 1 electronic resource (414 pages)

Source: Dissertations Abstracts International, Volume: 87-02, Section: A.

Indigenous peoples are seeking opportunities to reclaim and reconnect with their culture, community, and practices (Benton-Banai, 2010; Haig-Brown, 2006; Lucero, 2010; Thompson et al., 2013; To et al., 2023) The impacts of colonization create barriers to cultural reclamation. This explores reclamation of cultural practices in a Midwest multi-tribal Indigenous context to create curriculum using immersive virtual reality (IVR). Using a critical sociocultural perspective (Herrenkohl et al., 2018), Anishinaabe pedagogies (Chartrand, 2012; Debassige, 2010; Gross, 2010) and embodied cognition (L. Shapiro & Stolz, 2019) in a community-based design research project (Bang et al., 2010), an IVR curriculum was developed on the culturally significant practices Manoomin and maple syrup harvesting. This dissertation explores three elements of that project, the reclamation journey of the researcher, the development of the curriculum, and the ways learners start to build a relationship with the land. Autoethnography (Adams et al., 2021), I discuss my experience reclaiming my culture while navigating tribal regional intertribal communities, providing firsthand insight into the successes and barriers when reclaiming culture. The development of the curriculum was guided by interviews and focus groups with Indigenous practitioners which were analyzed using thematic analysis (Terry & Hayfield, 2021) to identify what the community consider important for a distance land-based learning experience. Using embodied learning (Stolz, 2015) interaction analysis (Jordan & Henderson, 1995) explored learners use of their whole self to begin a relationship with the land through IVR. Autoethnographic findings highlight the joys and challenges of cultural learning and identity formation for multiracial researchers while navigating layers of insiderness within their tribal and intertribal communities, making clear the importance of ongoing support from both inside and outside of the community. Thematic findings indicate the importance of Anishinaabe pedagogies, the relationships with the land and mentors, holistic approaches to learning, and challenges for distance land-based learning. Interaction analysis reveals that IVR affordances support learning through real-world actions including creative play, self-talk, gestures, and touch. Additionally, findings demonstrate learners' self-regulation through reality checks. This study builds on Chavez (2008) and Ademolu (2024) by adding additional insight into the challenges of navigating the layers of insiderness within one's own community and our understanding of cultural reclamation (Jacobs, 2015a; Lucero, 2010; Thompson et al., 2013; To et al., 2023) making clear the importance of support from both inside and outside of the Indigenous community. The thematic analysis supports prior research and theory on land-based curriculum (e.g. Bang et al., 2014; Calderon, 2014; Haig-Brown, 2006; L. Simpson, 2002) adding to our understanding of land-based curriculum development. Finally, as studies of IVR in classroom contexts are limited (Schott et al., 2024) and the use of interaction analysis of IVR in the classroom is novel, findings reveal gaps in current theoretical frameworks on the affordances and learning in IVR (e.g. Dalgarno & Lee, 2010; Di Natale et al., 2020; Makransky & Petersen, 2021) as learners create interactions through embodied resources. Additionally, this study indicates that people of differing abilities can connect and start to build a relationship with the land through IVR, suggesting IVR could be a tool for cripistemologies (Schmidt, 2023) in environmental science.

English

ISBN: 9798291566503Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Environmental science education

Connecting Across Space and Time: Cultural Revitalization and Immersive Virtual Reality /
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