Multi in so many ways : a narrative inquiry into a culturally and historically sustaining Creole Studies program

Espree, Mildred M. Through phenomenological analysis and qualitative grounded theory, this dissertation provided a higher education case study though which to understand how Creole people have survived through transmission of culture and values learned at the crossroads of American history -- a time when two different cultures, one European-American and the other African and enslaved collided in the New World (Espree, Jazz Zeitgeist: The Coming of Age of a New American Sound and Story in the Early Twentieth Century, 2000, p. 3). Creoles, both marginalized and vilified for having ideas dissimilar to both black and white Americans, are by definition historically multiracial/multicultural. Often forced to assimilate by context and circumstance, they still retain a significant portion of cultural identity and survival skills based on family history and associations forged over time. Focused on the case of a Creole Studies higher education program in Louisiana, this dissertation documented the unique perspectives of program stakeholders and key archival program records to reveal folk and traditional beliefs, values, faith and language, particularly as these are related to higher education achievement. Using narratives of older Creole women and men who are stakeholders in the Creole Studies program in Louisiana, and the program stakeholders, the critical task was to document folk and traditional beliefs, values, faith and language in the context of emerging 21st values and survival skills, particularly as these were relevant to higher achievement and education. This research includes document analysis. Narratives and interviews were the methodology for this research. What has been documented are the unique perspectives of Creoles in Natchitoches, Louisiana. Additionally, this dissertation has been aligned so that the research purpose, problem and questions are designed to be exploratory, questions that evoke memories, sentiment and honest reflection about the program’s viability in addition to its contributions. Also included is an emergent theory in Historically and Culturally Sustaining Higher Education Programing (HCSHEP).

Grantor dc:publisher

Alverno College

Year dc:date

2022

Author dc:creator

• Espree, Mildred M.

• Creoles
• Group identity
• Education, Higher--Case studies

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/242

OAI identifier oai:identifier

oai:alverno.omeka.net:242