GROUP 2: PROGRESS REPORT ON RESEARCH PROTOCOL EDU 610

1. GROUP 2: PROGRESS REPORT ON RESEARCH PROTOCOLEDU 610

2. Problem Statement In an attempt to reduce environmental damage caused by recurring flooding of the Nozama River and to improve economic benefits to the Republic of Nozama Island, the Nozaman Government proposes to use World Bank funding to implement one of the largest construction projects in the history of the Caribbean, the Nozama River Power Plant Project (NRPPP). The construction of hydroelectric dams and causeways will connect the river-side communities of Etienne and Etienne Nord, whose isolation has enabled each community to preserve distinct cultural identities for hundreds of years. Increased physical access will inevitably change the socio-cultural practices vis-à-vis education and healthcare which are unique to each of these communities.

3. Definitions: • Socio-cultural – Refers to the interaction of social services with cultural values • Education – Includes formal, informal and non-formal educational services. • Healthcare – Comprises allopathic and traditional medicine and healing practices

4. Hypothesis: There exist unique cultural practices related to education and healthcare within both Etienne and Etienne Nord that are worth preserving.

5. Primary research question: How will increased physical access between Etienne and Etienne Nord affect the nature of the existing education and healthcare systems within each community?

6. Umbrella Question # 1: What educational and healthcare services exist and are used by each community? • What types of educational programs/institutions and health care services exist in each community; what is the structure of the education system and the health care system; how many of each service are there; and where are they located? (method: community mapping) • How does each population define the terms ‘education’ and ‘health care’? (Ask about common practices, rituals, values, and traditions related to each of these social services.) (method: FGD) c. What percentage of each population attends school/educational programs (disaggregated by the different types of education identified in the FGDs) and, on average, for how long? (method: coded survey of random sample of households; and review of census data and educational records for enrollment rates, etc.) d. How frequently is each type of health service available used by each community (i.e. rank each type of health care by most commonly used) (method: coded survey of random sample of households; and review of census data and clinical records from health facilities)

7. Umbrella Question #2: What are the cultural values of the two populations as characterized by educational and healthcare practices? • What educational and health care services does each population see as ‘necessary’ to adequately meet their needs? (method: coded survey of random sample of households) • How do the populations of each community view the social services to which they currently have access (i.e., Do they meet their needs? Are they conducive to their schedules/work ethic? Does the educational system teach them what they value culturally; and is the health care system in alignment with their cultural values? – compare formal, government-regulated system and local traditional services available) (method: FGD and coded survey of random sample of households) • How does each community feel about the planned construction of the causeway, and what are their concerns about how it might affect their lifestyles particularly in terms of social services like education and health? (method: FGD and coded survey of random sample of households)

8. Umbrella Question #3: What are some of the factors that either facilitate or impede access to education and health care that is culturally appropriate for the community members in Etienne and Etienne Nord? (methodology: combination of FGDs and coded survey of random sample of households)

9. Methodologies: • Community Mapping– focusing on identifying educational and health services • Focus Group Discussions (FGDs) - groups organized by age category (i.e. adults and youth) and gender. • Analysis of existing data and records – census data pertaining to health and education indicators, clinical records of health facilities, and school registration/attendance records (for enrollment rates, etc.) • Coded Survey of randomized samples of households – findings of community mapping (related to types of services available) will inform the content of questionnaires and the possible answers from which participants can select

10. Purpose of Study: The purpose of this study is to determine the impact a causeway construction will have on the existing healthcare and education services within Etienne and Etienne Nord, and identify the related socio-cultural practices worth preserving. Qualitative and quantitative research methodologies will increase understanding of current practices and values within each community.

11. Literary Support: Brazil’s Indians and the Onslaught of Civilization The Yanomami and the Kayapo Linda Rabben University of Washington Press, Seattle, Washington c.2004 pp 16, 62-63 • Introduction of infectious diseases • Malaria, tuberculosis, measles, influenza, gonorrhea • Inefficient and negligent administration of biomedicine • Nurses dispensing antibiotics without control of dose and frequency • Lack of equipment – thermometers, stethoscopes etc… • Role of Shawman • Culturally accepted, respected healer

12. Literary Support: Indigenous Knowledge Systems and Alaska Way of KnowingRay Barnhardt and Angayuqaq Oscar KawagleyUniversity of Alaska Fairbanks[updated & posted online 4/29/2005] Barnhardt, R., & Kawagley, A. O. (2005). Indigenous Knowledge Systems and Alaska Native Ways of Knowing. Anthropology and Education Quarterly, 36(1), pp. 8-23. • Alaska Rural Systemic Initiative (AKRSI) • “…An educational reform strategy focusing on integrating local knowledge and pedagogical practices into all aspects of the education system.” • Need to integrate indigenous themes into formal educational setting in rural Alaskan schools, whose populations are largely indigenous • Examines indigenous cultural and educational values and placed them together with western teaching strategies

13. Literary Support: AKRSI continued • Ethno-mathematics • Utilizes Native Alaskan constructs such as fish rack construction, egg gathering, salmon harvesting and star navigation as a foundation for teaching mathematics to indigenous populations while satisfying state and national standards • Indigenous language learning • Socio-linguistics, understanding thought-process and psychology of the language to help integrate school within the cultural context • Cross-generational learning • Importance of drawing elders into the learning process • Based off of tradition of elders passing knowledge to younger generations • Place-based learning • Foster civic responsibility for all students (indigenous and non-indigenous) • Continues tradition of understanding the relationship with the land in a rural and urban setting

14. Literary Support: Health Care in Maya Guatemala Confronting Medical Pluralism in a Developing Country Walter Randolph Adams and John P. Hawkins University of Oklahoma Press, Norman, Publishing Division of the University, 2007 Pg 215-217 • Failure of Guatemalan health care system to reach rural Maya • Centros de Salud and Promotores de Salud • Economics of Guatemalan health care • Doctors, hospitals and trained staff largely stay in the cities • Most rural Mayan cannot afford to travel • Joseph Bastien’s model • Integrating traditional healing methods with biomedical practices • Ex: Working with local nurse-practitioners in Bolivia to modify a local story to teach oral rehydration therapy for children with diarrhea in a socially acceptable manner