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2018 Abel Kendra Dissertation.Pdf (5.594Mb) UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE EDUCATIVE SPIRIT-HOME: A THOUGHT EXPERIMENT TO EDUCATE THROUGH NATIVE AMERICAN WOMEN’S ART A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By KENDRA JOLEE ABEL Norman, Oklahoma 2018 THE EDUCATIVE SPIRIT-HOME: A THOUGHT EXPERIMENT TO EDUCATE THROUGH NATIVE AMERICAN WOMEN’S ART A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mary Jo Watson, Co-Chair ______________________________ Dr. Rockey Robbins ______________________________ Dr. Alison Fields ______________________________ Dr. William Frick ______________________________ Dr. Siduri Haslerig ______________________________ Dr. Kirsten Hextrum © Copyright by KENDRA JOLEE ABEL 2018 All Rights Reserved. Dedication darkness is my homeland my origin, my grave— all the history I need. When I braid my hair, whole tribes recite genealogies between the strands. It is good to know my place and trace all the paths over and over to find my way by echo, taste of riverscent and breeze, not relying on light to find the bones of my ancestors: every sturdy limb close as my own shadow. Here in the dark nation of my body I am never homeless. —“Waking” from Indian Cartography Deborah A. Miranda (Esselen and Chumash) 1999 This dissertation is dedicated to three of my paternal Chahta relatives: my grandmother, Ethelynn Sam Davis Quinton, 1924 –1982, and two great-aunts, Christine June Sam, 1921 – 2002, and Joy Isabel Thompson Barlow, 1919 – 1984. Although I never met my grandmother, her spirit is part of me. I am evidence of her survival and will forever honor her in all I do. Stories about Aunt Joy’s compassion keep her spirit alive. Beloved Aunt Christine was a radiant example of a contemporary Choctaw woman. Despite her shy demeanor, Aunt Christine’s Chahta spirit was revealed through her sweet chuckle and sparkling eyes. Their legacies are embedded in my genetic makeup, my bones, my blood, and the rhythm of my heart. Their spirits move through these pages. Acknowledgements Reaching the finish line of this educational journey has been one of the most difficult trials I have ever faced. I could not have persisted without great acts of encouragement, wisdom, reassurance, and patience from family, professors and mentors, and friends. As a Gates Millennium Scholar, I am grateful for financial support from the Bill and Melinda Gates Foundation, which initially allowed me to pursue what was once only a dream. There are so many people who have contributed to my well being throughout this journey. Although I am certain I will inadvertently neglect to mention someone, I will do my best to avoid doing so. Foremost, I would like to thank my husband David, my parents Kenneth and Jo Ella, my sister Camy, and my brother Brandon. Your immovability, tolerance, and compassion have kept me going. As I flung myself overboard into graduate studies, you have all been life-vests along the way, keeping me buoyant, and bringing me a sense of security if ever I became overwhelmed. I could not have accomplished this without your love and sacrifice. Thank you for being patient until I was ready and able to come back to the shore. My appreciation for my nieces and nephews is immeasurable. They inspire reason for my efforts and optimism for a positive future. I am grateful for the Abel family who includes me as one of their own; I always look forward to time with you. I am also grateful for the Jansen family, especially my sweet friend Abbie, who guarantees that we pick up right where we leave off; I am eager to make more memories. Along the way, there have been significant individuals who provided solace in times of despair and wisdom during intense moments of confusion. My colleagues in iv Educational Studies, your listening and sharing have been pivotal in my ability to move forward. I am especially thankful for my “writing watchers” partner Julie, my grad school mom Cat, and reassuring friends Thomas and Johnnie-Margaret, along with Brent, Brian, Diane, Sula, James, Goldie, Kristen, Todd, Laura, Melissa, and Heather. You have given me a safe space to express my thoughts, concerns, questions, and emotions. Professors and mentors from the University of Oklahoma community have been influential guides for my development as a scholar. I am grateful for Dr. Susan Laird. You saw my potential long before I ever did, gave me constructive criticism, and taught me the importance of self-reflection. You are in so many ways, a source of “educational spirits,” and although non-Native, you have helped me tremendously in realizing my value as a Native person. I am also grateful for Dr. Mary Jo Watson. You are an example of a strong, intellectual Native American woman. Thank you for blazing the trail for Native women and Oklahomans. Other members who have served on my dissertation committee and deserve special recognition include Drs. Rockey Robbins, Alison Fields, Bill Frick, Kirsten Hextrum, Siduri Haslerig, David Tan, John Covaleskie, Penny Pasque, Joan Smith, and Susan Caldwell. Each of you contributed to my academic pursuit in a meaningful way. I sincerely appreciate you. Others I would like to thank are my Southern Hills colleagues and students, who have been so encouraging. Amanda, you helped me plant my feet during my first year of teaching. I’m not sure I would have survived those fifth graders without you. Ianthi, you helped me clear this last hurdle; thank you for sincerely listening and being a good v friend. Your enthusiasm and joy are contagious. My students are daily inspirations to keep pushing forward. When you’re a cardinal… you can do anything if you only try. I am grateful for the Jacobson House Native Art Center, especially the late Chairman Daniel Brackett who first welcomed me. No matter where I go in life, I will always feel at home there thanks to the Native artists and visitors who gather as a unified collective and treat one another like family. vi Table of Contents Acknowledgements……………..………………………………………………………iv List of Tables………………………………………………………………………….....x List of Figures……………………..…………………………………………..………..xi Abstract………………………………………………………………………………...xii Introduction. …………………………………………………………………………….1 Disclaimer: Clarifications for Understanding……………………………………...10 Prologue...………………………………………………………………………………12 Chapter 1: A Historical and Autobiographical Account……………………………….14 A Walk Across Campus……………………………………………………………16 Becoming Choctaw………………………………………………………………...22 Oklahoma Native Americans………………………………………………………29 Separated from Legacies…………………………………………………………...33 Plight of Native American Women……………………………….………………..35 Colonization of Native American Arts and Aesthetics……….……………………41 Chapter 2: Learning Educational Spirits…………………….…………………………44 Violations of Educational Spirits……………………….………….……………….48 sooner Born, sooner Bred……………………….……….…………………48 “White Man’s Nostalgia”: A Concept for Understanding Complexities of Native Lives….…………………………………………………………50 Overcoming Violations of Educational Spirits….……………………………...54 Curricula of Educational Spirits……………………………………………………57 vii The Jacobson House Native Art Center……………………………………58 The Kiowa Six………………………………………………………….…..60 Lois Bougetah (Of the Dawn) Smoky…………………………………...…68 Chapter 3: The Educative Spirit-Home………………………………………………...72 A Concept for Reclaiming Native Ideologies……………………………………...72 Parts of an Educative Spirit-Home…………………………………………………75 Education…………………………………………………………………...75 Spirit………………………………………………………………………..82 Place………………………………………………………………………..89 Clear Case: Theorizing the Jacobson House as an Educative Spirit-Home………..95 Contrary Case: Clarifying the Miseducative Spirit-Home………………………..108 Borderline Case: The Educational Spirit-Home…………………………………..117 Chapter 4: Women’s Encounters with Educational Spirits…………………………...120 Enlightening with Loving Spirits: Embracing Native Women’s Voices………....120 Knowing Educational Spirits………………………………………………..……129 Becoming Acquainted with Educational Spirits.…………………………131 Educational Spirits Occupying the Middle Ground………………………135 Strategy: Achieving Respect for Native Women's Ways of Knowing Spirits…………………………………………………………………137 Women Knowing by Means of Imagery………………………………….137 Chapter 5: Educational Spirits in Native American Art………………………………143 Braiding Aesthetics and Education with Therapy……………………………...…144 Transmission of Spirits Through Art…………………………………..….149 viii Native Women Artists as Messengers of Educational Spirits…………………….153 Virginia Stroud (Cherokee and Creek) …………………………………..155 J. NiCole Nahmi-A-Piah Hatfield (Comanche and Kiowa)……………..157 Gender as Aesthetic Depictions in Art……………………………………………162 Deep Gender……………………………………………………………....165 "Live Creatures" and Educational Studies………………………………………...168 Educational Spirits in Norma Howard's Watercolors……………………..169 Conclusion…………………………………………………………………………….180 References…………………………………………………………………………….183 ix List of Tables Table 1. Classifications of Educational Spirits………………………………………...46 Table 2. Violations Against Educational Spirits...…….……………………………….49 Table 3. Criteria for Educative Spirit-Home………………………………………….107 Table 4. Matching Educative Spirit-Home Criteria to Violations for Thriving Educational Spirits…………………………………………………………………….107 x List of Figures Figure 1. The Jacobson House Native Art Center……………………………………...20 Figure 2. Kendra Abel, Ambiguous Ancestor…………………………………………. 47 Figure 3. Julie Buffalohead,
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