| Tribal colleges represent a unique phenomenon that has dramatically changed the higher education landscape for American Indians and Alaska Natives in just the short time span of 30 years. One of the foremost reasons for this change is the accessibility of the tribal college to its students. This accessibility goes beyond shortened physical distance and affordable costs to involve cultural accessibility. Tribal colleges connect the culture of the curriculum to the culture of the community. As higher education institutions, overall, struggle to recruit and retain American Indian students, it becomes apparent that they can learn much from the curriculum development efforts of tribal colleges and universities.; This study examined the development of teacher education curriculum for a Native teacher preparation program at Northwest Indian College (NWIC). A grounded theory was generated based on the approach advocated by Strauss and Corbin (1998). To collect data, curriculum development meetings occurring over a 17-month period, as well as a curriculum development retreat, were observed, individuals were interviewed, and related documents were reviewed. Through a process of open, axial, and selective coding the core concept underlying curriculum development emerged as understanding and constructing identities. Theory-building involved the identification of inter-relationships between this core category and historical and intervening conditions, factors associated with the immediate context, actions taken as part of the curriculum development process, and the consequences anticipated to occur as a result of the actions. The metaphor of the web was used to depict the complexity and interconnectedness of all of the elements composing the theory.; The grounded theory of teacher education curriculum development that was generated represents a substantial departure from conceptual frameworks discussed in the professional literature. As such, the theory has potential for adding to our understanding of possible means that can be used to ensure teacher education curriculum both reflects and builds cultural integrity. On a broad level, it is expected that the theory will stimulate academic discourse in association with its more humanistic orientation to the construction of curriculum. On a practical level, it is anticipated that the theory may find applicability in other tribal colleges and universities, as well as in other types of higher education institutions interested in better meeting the needs of American Indian and Alaska Native students. |
