“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
Eveskcige 3.24.13
1.
Amy Darlene Eveskcige
A dissertation submitted in partial fulfillment of the requirements for the degree of
DOCTOR OF EDUCATION
WASHINGTON STATE UNIVERSITY
College of Education
March 28, 2013
Wi?aacs = We-ots which means welcome in the Twulshootseed language.
Thank you for the opportunity for me to share with you today my dissertation.
My daughter and my niece… dedication to them…
Purpose:
Today we will discuss the journey of the exploration of this third path.
We will review the Methodology used.
Discuss the four theoretical frameworks which allowed the journey to be explored through the literature then later as part of the road map for the findings.
Reveal the Findings and briefly touch on the conclusion which contains some suggestions and thoughts about future research.
“It is a powerful and important tool in the study of lives because it shows how the personal is connected to the cultural. Autoethnography is autobiography that is aware of its position in the world. It shows this awareness by reflexivity. Autoethnographers gaze backwards and forwards through wide-angled, outward-looking lenses, and then inward, deeply inside.” Dillow, 2009
Draw your attention to the terms used to describe the elements of the following sections of this study.
Much like the cadence and intentionality of the study following traditional storytelling format, I attempted to use cultural appropriate descriptors in an effort to translate research terminology to language which is familiar to me.
The following slides will discuss:
* Elders
* Members of the village
* Hunting & Gathering
* Four Directions
Auto = self Ethnolography = culture
Elders: Carolyn Ellis – Emotive Autoethnography
Leon Anderson – Analytic Autoethnography
Heewon Chang – Autoethnography as method
Members of the Village:
* Matriarchs
* Colleagues
Four Theoretical Frameworks: Instrumental for setting the stage for understanding the findings which we will discuss in a moment.
First, I will attempt to translate these frameworks as they relate to values and beliefs about education.
Oh daddy.
Barrios: total experience of a group of people – spirituality, language, norms, tradition & rituals, history, values & beliefs passed down through generations
OUTLIER: Malcom Gladwell
1928 – Merriam Report: 13 chapters
1934 – Indian Reorganization Act: self-governance
1969 – The Kennedy Report – A National Tragedy: failures of policy, public & federal schools
1972 - Indian Education Act
Sherman – dream of a Crow girl
Fryberg et al. – Indian Mascot study (media)
Brayboy – transformational resistance
Weaver – socialization in the professional setting (Lakota man), seen as an exchange education for cultural values
WALKING IN TWO WORLDS – STI
Sanchez-Hucles and Davis – examines the interaction between leadership and identity (Shields, Morris and Bunjun); triple jeopardy
Henze & Vanett – walking in two worlds, a “blending” if you will
Ospina & Su: note that early leadership and identity were distinct but they argue it is more fluid, multidimensional – uniquely influence by the other
THE HONOR OF ONE IS THE HONOR OF ALL - (shared, circular, acceptance, developed)
Metoyer – acceptance, circular – not a pyramid, stepping forward then back
Simms - interview with Lakota woman, leadership is difficult to define
Warner & Grint: historical bias, Indian problems rather than consequences of historical bias – do not suffer from an inability to lead, rather the ability to lead differently
Lynch & Charleston: emerging leadership
Spans the Globe – Africa, India, Europe
Aesop’s Fable, The Boy who Cried Wolf…
Grimm Brothers, Cinderella
Hans Christian Anderson, The Ugly Duckling
Metoyer, Eder, Ballenger, Washburn and Carroll – fundamental aspects of storytelling, storytelling to identity association, tribal history, leadership, tribal knowledge and values
Polkinghorne – “storying” anthropology, sociology, psychology and education
Leadership – circular, shared, developed, acceptance
Draw upon stories such as these to attempt to translate – recognizing the dangers of having too many metaphors.
Identity Findings:
Wounded
A Mothers Love
To See, Me
Turning the Kaleidoscope
IDENTITY
Looking in the mirror at self…
Ancestors – legislative impacts
1928 – Merriam Report: 13 chapters
1934 – Indian Reorganization Act: self-governance
1969 – The Kennedy Report – A National Tragedy: failures of policy, public & federal schools
1972 - Indian Education Act
IDENTITY
* Concept of mother, mothering, and being mothered
* Cultural conflict – began before I was born
* Hopes and dreams
IDENTITY
* cultural conflict: self vs others
IDENTITY - conclusion
brilliant, leader, grace, compassion, friend, dignity, prideful, professional, and good-people
Turned the kaleidoscope I learned…. Precious, simple pieces…
Next: Socialization Findings
Socialization Findings: Robert Frost’s Poem – choosing the path less traveled
Crab Pot
Tough Enough
I Chose, to be
Illustrations are intentional…to demonstrate the journey and describe…
SOCIALIZATION
Careful…
Trading culture - traitor
SOCIALIZATION
T.A.’s challenge – Cultural Conflict!
SOCIALIZATION - conclusion
Anamoly - outlier
INTERSECTIONALITY FINDINGS
Round dance
Enit
Collision course
Lifetime of heartaches
INTERSECTIONALITY:
The dance…
Sovereignty struggles…
INTERSECTIONALITY:
Communication
translation
INTERSECTIONALITY:
Cory
INTERSECTIONALITY - conclusion
Leadership Findings – 1999 Kevin Gover, young leader heard this call of Revivng the Warrior
Clan mother or woman warrior
Walking the gauntlet
On my way home…answering the call
LEADERHIP:
Warrior princess – leadership
Use of voice
Fear – wanting to measure up
Preparing to come home
Lessons learned…
Conclusion of Leadership Findings
Next: Conclusion
Conclusion:
Tapestry
A lesson from Sister Water Spider
Putting the puzzle together
A legacy for our children – recommendations
Travel guide anyone?
Future Travels anyone
The responsibility of the witness…
CONCLUSION:
Compilation of stories
Healing
CONCLUSION:
Comparison and contrast of me and sister….
Quiet strength
Determined
Next: puzzle and death crawl
CONCLUSION:
Meet them where they are - understand their racial history (identity)
Create a “round dance” atmosphere/culture
Mentors (socialization)
Listen to the stories…
CONCLUSION:
Am I providing the time and space for stories to be shared?
Am I sharing my light or am I the light for others?
Am I a hope builder or footprint maker?
What can I do to ensure that the next generation can find their path?
Thank you…
Treat it with honor and respect
Not representative of truth of other native people
Sharing so that others who may need it may have their fires lit…
Next: …”In conclusion”…