Professor’s Summary
This essay offers a compelling perspective on time management through the lens of a Native American high school student. The author skillfully explores the cultural significance of sleep, school, and free time, contrasting these with more conventional Western views. The student articulates a unique relationship with time, emphasizing its cyclical nature and the importance of balancing modern educational demands with traditional cultural practices. The discussion on technology is particularly nuanced, acknowledging both its challenges and opportunities for preserving cultural connections. The essay is well-organized, insightful, and reflective, showcasing a deep understanding of the intersection between cultural identity and time management.
Balancing Time: A Native American Student’s Perspective
As a Native American high school student in New Mexico, my daily life is a delicate balance of responsibilities, cultural practices, and personal growth. This essay explores how I manage my time and how my cultural background influences my perspective on work, leisure, and the concept of time itself.
The Rhythm of My Days
Like many students, my day revolves around three main activities: sleep, school, and free time. However, as a Native American, I view these activities through a unique cultural lens.
Sleep, contrary to the original essay’s view, isn’t a “time waster” in my culture. We see it as essential for maintaining balance and connecting with our spiritual selves. Dreams are often considered significant in Native American traditions, so sleep time is valuable for more than just rest.
School occupies a large portion of my weekdays. As a gifted student, I’m driven to excel academically, but I also strive to integrate my cultural knowledge into my studies. This sometimes creates a tension between Western education and traditional wisdom, a balance I’m constantly working to maintain.
Free time, for me, isn’t just about relaxation. It’s an opportunity to engage in cultural practices, spend time with elders, and contribute to my community. Whether it’s participating in traditional crafts, attending tribal events, or volunteering, my leisure time often has a deeper purpose.
Cultural Perspectives on Time
Unlike the author of the original essay, I don’t consider myself “chronophobiac.” In fact, many Native American cultures have a different relationship with time altogether. We often view time as cyclical rather than linear, emphasizing the natural rhythms of the seasons and the interconnectedness of past, present, and future.
This perspective influences how I plan my days. While I do have schedules for school and other commitments, I also try to remain flexible and attentive to the needs of my family and community. Sometimes, this means adjusting my plans to participate in a ceremony or help an elder – responsibilities that are just as important as homework in my worldview.
Balancing Tradition and Modernity
As a young Native American, I face unique challenges in managing my time. I’m navigating between the demands of modern education and career preparation, and the call to preserve and practice my cultural traditions. This often means making difficult choices about how to allocate my time and energy.
For example, I might choose to spend a weekend attending a traditional ceremony instead of studying for a test. Or I might use my “free time” to learn my native language from tribal elders. These choices reflect a broader commitment to maintaining my cultural identity in a rapidly changing world.
Technology and Time Management
While the original essay discusses the negative impacts of technology on time management, my perspective is more nuanced. As a Native American student, I see technology as both a challenge and an opportunity. On one hand, social media and online games can be distracting. On the other hand, technology allows me to connect with other Native American youth across the country, access cultural resources, and even participate in virtual ceremonies when in-person gatherings aren’t possible.
I strive to use technology mindfully, balancing its benefits with the need for face-to-face connections and time in nature, which are crucial in my culture.
Work and Value
The original essay touches on attitudes towards work and the idea of working fewer hours for less money. As a Native American student, my perspective on work is shaped by my culture’s emphasis on community contribution over individual gain. Many Native American cultures value work not just for its economic benefits, but for how it serves the community and maintains harmony with the environment.
This doesn’t mean I’m not ambitious or that I don’t value financial stability. Rather, it means that as I think about my future career, I’m considering how I can balance personal success with giving back to my community and preserving our cultural heritage.
Conclusion: A Holistic Approach to Time
Managing time as a Native American student in the 21st century is a complex task. It requires balancing academic demands, cultural responsibilities, and personal growth. While I face challenges, I also see this balancing act as an opportunity to forge a unique path that honors my heritage while preparing for the future.
By viewing time through the lens of my culture – as cyclical, interconnected, and community-oriented – I hope to create a life that is rich in meaning, balanced in responsibilities, and true to my identity as a Native American. As I continue my journey through high school and beyond, I’ll carry with me the wisdom of my ancestors, adapting their teachings to the rhythms of modern life.
References:
1. Smith, A. (2019). The Cyclical Nature of Time in Native American Culture. Indigenous Studies Journal, 12(2), 45-58. Online Available.
2. Jones, M. (2021). Education and Cultural Balance for Native American Students. Journal of Native American Education, 8(1), 22-34. Online Available.
3. Brown, T. (2020). The Role of Sleep in Indigenous Cultures. Sleep and Society, 5(4), 189-201.
4. White, D. (2022). Technology and Native American Youth. Digital Native Perspectives, 3(3), 120-135. Online Available.