Eveskcige 3.24.13

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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.

    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
  • Term: Hunting and Gathering (salmon homecoming)
  • Collection:
    Challenge – good Indian / good researcher
    Interviews, transcribed
    Culture gram
    Journal Recall

    Analysis:
    Chang’s methodology – excel, sort
    Constant comparative method – sort, sort, sort (read, listen, themes, sort), sort…
  • 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
  • LEADERHIP:
    Walking alone…
    Perfect storm
    Tough enough
    Carrying the burden - quiet
  • 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:
    Backwards and forwards
    Leadership – intersectionality – socialization - identity
  • 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”…

Transcript

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