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Ed Psych 505

Ed Psych 505

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  • Wi?aacs = We-ots which means welcome in the Twulshootseed language. <br /> <br /> Thank you for the opportunity for me to share with you today my dissertation. <br /> <br /> My daughter and my niece… dedication to them…
  • Purpose: <br /> <br /> Today we will discuss the journey of the exploration of this third path. <br /> <br /> We will review the Methodology used. <br /> <br /> 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. <br /> <br /> Reveal the Findings and briefly touch on the conclusion which contains some suggestions and thoughts about future research. <br /> <br />
  • “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 <br /> <br /> Draw your attention to the terms used to describe the elements of the following sections of this study. <br /> <br /> 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. <br /> <br /> The following slides will discuss: <br /> * Elders <br /> * Members of the village <br /> * Hunting & Gathering <br /> * Four Directions <br />
  • Auto = self Ethnolography = culture <br /> <br /> Elders: Carolyn Ellis – Emotive Autoethnography <br /> Leon Anderson – Analytic Autoethnography <br /> Heewon Chang – Autoethnography as method <br /> <br /> Members of the Village: <br /> * Matriarchs <br /> * Colleagues
  • Four Theoretical Frameworks: Instrumental for setting the stage for understanding the findings which we will discuss in a moment. <br /> <br /> First, I will attempt to translate these frameworks as they relate to values and beliefs about education. <br /> <br />
  • Oh daddy. <br /> <br /> Barrios: total experience of a group of people – spirituality, language, norms, tradition & rituals, history, values & beliefs passed down through generations <br />
  • OUTLIER: Malcom Gladwell <br /> <br /> 1928 – Merriam Report: 13 chapters <br /> 1934 – Indian Reorganization Act: self-governance <br /> 1969 – The Kennedy Report – A National Tragedy: failures of policy, public & federal schools <br /> 1972 - Indian Education Act <br /> <br /> Sherman – dream of a Crow girl <br /> <br /> Fryberg et al. – Indian Mascot study (media) <br /> <br /> Brayboy – transformational resistance <br /> <br /> Weaver – socialization in the professional setting (Lakota man), seen as an exchange education for cultural values <br /> <br /> <br />
  • WALKING IN TWO WORLDS – STI <br /> <br /> Sanchez-Hucles and Davis – examines the interaction between leadership and identity (Shields, Morris and Bunjun); triple jeopardy <br /> <br /> Henze & Vanett – walking in two worlds, a “blending” if you will <br /> <br /> Ospina & Su: note that early leadership and identity were distinct but they argue it is more fluid, multidimensional – uniquely influence by the other <br /> <br />
  • THE HONOR OF ONE IS THE HONOR OF ALL - (shared, circular, acceptance, developed) <br /> <br /> Metoyer – acceptance, circular – not a pyramid, stepping forward then back <br /> <br /> Simms - interview with Lakota woman, leadership is difficult to define <br /> <br /> 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 <br /> <br /> Lynch & Charleston: emerging leadership <br />
  • Term: Hunting and Gathering (salmon homecoming) <br />
  • Collection: <br /> Challenge – good Indian / good researcher <br /> Interviews, transcribed <br /> Culture gram <br /> Journal Recall <br /> <br /> Analysis: <br /> Chang’s methodology – excel, sort <br /> Constant comparative method – sort, sort, sort (read, listen, themes, sort), sort…
  • Spans the Globe – Africa, India, Europe <br /> Aesop’s Fable, The Boy who Cried Wolf… <br /> Grimm Brothers, Cinderella <br /> Hans Christian Anderson, The Ugly Duckling <br /> <br /> Metoyer, Eder, Ballenger, Washburn and Carroll – fundamental aspects of storytelling, storytelling to identity association, tribal history, leadership, tribal knowledge and values <br /> <br /> Polkinghorne – “storying” anthropology, sociology, psychology and education <br /> <br /> Leadership – circular, shared, developed, acceptance <br /> <br /> Draw upon stories such as these to attempt to translate – recognizing the dangers of having too many metaphors. <br /> <br /> <br />
  • Identity Findings: <br /> Wounded <br /> A Mothers Love <br /> To See, Me <br /> Turning the Kaleidoscope <br />
  • IDENTITY <br /> Looking in the mirror at self… <br /> Ancestors – legislative impacts <br /> <br /> 1928 – Merriam Report: 13 chapters <br /> 1934 – Indian Reorganization Act: self-governance <br /> 1969 – The Kennedy Report – A National Tragedy: failures of policy, public & federal schools <br /> 1972 - Indian Education Act <br />
  • IDENTITY <br /> * Concept of mother, mothering, and being mothered <br /> * Cultural conflict – began before I was born <br /> * Hopes and dreams
  • IDENTITY <br /> * cultural conflict: self vs others
  • IDENTITY - conclusion <br /> brilliant, leader, grace, compassion, friend, dignity, prideful, professional, and good-people <br /> <br /> Turned the kaleidoscope I learned…. Precious, simple pieces… <br /> <br /> Next: Socialization Findings
  • Socialization Findings: Robert Frost’s Poem – choosing the path less traveled <br /> Crab Pot <br /> Tough Enough <br /> I Chose, to be <br /> <br /> Illustrations are intentional…to demonstrate the journey and describe…
  • SOCIALIZATION <br /> Careful… <br /> Trading culture - traitor
  • SOCIALIZATION <br /> <br /> T.A.’s challenge – Cultural Conflict! <br />
  • SOCIALIZATION - conclusion <br /> <br /> Anamoly - outlier
  • INTERSECTIONALITY FINDINGS <br /> Round dance <br /> Enit <br /> Collision course <br /> Lifetime of heartaches <br />
  • INTERSECTIONALITY: <br /> The dance… <br /> <br /> Sovereignty struggles… <br /> <br />
  • INTERSECTIONALITY: <br /> Communication <br /> translation <br />
  • INTERSECTIONALITY: <br /> Cory <br />
  • INTERSECTIONALITY - conclusion <br />
  • Leadership Findings – 1999 Kevin Gover, young leader heard this call of Revivng the Warrior <br /> Clan mother or woman warrior <br /> Walking the gauntlet <br /> On my way home…answering the call
  • LEADERHIP: <br /> Warrior princess – leadership <br /> Use of voice <br /> Fear – wanting to measure up <br />
  • LEADERHIP: <br /> Walking alone… <br /> Perfect storm <br /> Tough enough <br /> Carrying the burden - quiet
  • Preparing to come home <br /> Lessons learned… <br /> <br /> Conclusion of Leadership Findings <br /> <br /> Next: Conclusion
  • Conclusion: <br /> Tapestry <br /> A lesson from Sister Water Spider <br /> Putting the puzzle together <br /> A legacy for our children – recommendations <br /> Travel guide anyone? <br /> Future Travels anyone <br /> The responsibility of the witness…
  • CONCLUSION: <br /> Compilation of stories <br /> Healing
  • CONCLUSION: <br /> Comparison and contrast of me and sister…. <br /> Quiet strength <br /> Determined <br /> <br /> Next: puzzle and death crawl <br />
  • CONCLUSION: <br /> Backwards and forwards <br /> Leadership – intersectionality – socialization - identity
  • CONCLUSION: <br /> Meet them where they are - understand their racial history (identity) <br /> Create a “round dance” atmosphere/culture <br /> Mentors (socialization) <br /> Listen to the stories…
  • CONCLUSION: <br /> Am I providing the time and space for stories to be shared? <br /> Am I sharing my light or am I the light for others? <br /> Am I a hope builder or footprint maker? <br /> What can I do to ensure that the next generation can find their path?
  • Thank you… <br /> Treat it with honor and respect <br /> Not representative of truth of other native people <br /> Sharing so that others who may need it may have their fires lit… <br /> <br /> Next: …”In conclusion”…

Eveskcige   3.24.13 Eveskcige 3.24.13 Presentation Transcript

  •   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
  • Welcome to my journey… (Eveskcige, 2013) 2
  •  Does a third path of leadership exist within the context of traditional and non- traditional leadership? (Eveskcige, 2013) 3
  •  Elders Members of the Village Hunting & Gathering Four Directions (Eveskcige, 2013) 4
  •  Elders of autoethnography: o Ellis, Anderson, Chang  Members of the Village: o Matriarchs o Colleagues (Eveskcige, 2013) 5
  •  Identity Socialization Intersectionality Leadership (Eveskcige, 2013) 6
  •  Barrios (2002)  Hogg & Abram (1988)  Taijfel (1978) (Eveskcige, 2013) 7
  •  Sherman (2009)  Fryberg, Markus, Oyserman & Stone (2008)  Brayboy (2005)  Weaver (2000) (Eveskcige, 2013) 8
  •  Sanchez-Hucles & Davis (2010)  Henze and Vanett (1993)  Brayboy (2000)  Christman (2007)  Opsina & Su (2009) (Eveskcige, 2013) 9
  •  Metoyer (2010)  Simms (2000)  Warner & Grint (2006)  Lynch & Charleston (1990) (Eveskcige, 2013) 10
  •  In The Four Directions: o Data Collection o Data Analysis (Eveskcige, 2013) 11
  •  Data collection:  Data Analysis: (Eveskcige, 2013) 12
  •  A Kaleidoscope of Identity To Be, Or Not to Be Walking in Two Worlds Answering the Call (Eveskcige, 2013) 13
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  •   What questions or suggestions do you have for me?