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Finding Indigenous Discourse Survivance and Sending It Forward

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Finding Indigenous Discourse Survivance and Sending It Forward FINDING INDIGENOUS DISCOURSE SURVIVANCE AND SENDING IT FORWARD A Thesis Submitted to the College of Graduate and Postdoctoral Studies In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Interdisciplinary Studies Graduate Program University of Saskatchewan Saskatoon By Gail Ann MacKay © Copyright Gail Ann MacKay, March 2017. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a postgraduate degree from the University of Saskatchewan, I agree that the libraries of this university may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my thesis work or, in her absence, by the head of the department or the dean of the college in which my thesis work was done. It is understood that any copying, publication, or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition should be given to me and to the University of Saskatchewan in any scholarly use that may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to: Dean College of Graduate and Postdoctoral Studies University of Saskatchewan 105 Administration Place Saskatoon, Saskatchewan S7N 5A2 Canada i Acknowledgements First and always I honour my parents, Don and Gerry McKay, for their example of living a worthwhile life. We don’t do things alone and so I have many individuals to thank. I am grateful to my many teachers, and especially my language teachers, who guided my journey and encouraged my efforts. I send a collective thank you to my academic relatives, who have inspired and supported my study of Indigenous intellectual traditions, and to my family and long time friends who each in their own way have helped me to persist. I owe special words of gratitude to: Dr. Linda Wason-Ellam, my supervisor, for her unwavering confidence and support of my intellectual work; Drs. Bonita Beatty, Jeanie Wills, Nancy Van Styvendale, and Geraldine Balzer, my dissertation committee members, for inspiring, encouraging, challenging, and refining my thinking and writing; and Dr. John Moffatt, committee chair, for coordinating our efforts and contributing clarifying questions. I am grateful to Dr. Kimberly Wieser, my external examiner, for her work in Indigenous rhetorics, and for assessing my work and deeming it worthy of the academy and Indigenous community. My thanks go to Hilary Harper, Maria Campbell, and Lindsay Knight who send forward love and wisdom in their beautiful art. I extend my gratitude to the University of Saskatchewan for financial support through Scholarships, Teaching Fellowships, Bursaries, and ongoing employment; and to Michigan State University for a Graduate Teaching Scholarship and Bursary. I thank Dr. Yolanda Palmer for her help with formatting and her questions that guided me to build better connections between the articles. I have abiding gratitude for my sons, Anthony and Samson, who enrich my life with purpose; and for their father Rob Innes for being steadfast in his commitment to the family we share and for being a true friend. Miigwech ni’kaanigaana ii Dedication to those who came before us and gave us what we need to send forward iii Abstract This research is an interdisciplinary study of rhetorical analyses of three textual forms made by Indigenous women local to the Saskatchewan parkland. My purpose was to identify the survivance of a tribally specific cultural rhetoric (meaning-making practices) in contemporary local Indigenous works. The rhetorical analyses were grounded in Cree, Métis and Saulteaux intellectual traditions accessible to me through observation, experience, and published literature. The Indigenous research methodology was guided by the principles inherent in the concepts of bimaadiziwin, (an Anishinaabe philosophy of being alive well), and wahkohtowin, (a Cree overarching law of respect and belonging), and ni’kaanigaana, (an Anishinaabe principle of relating to all of creation in equality, and harmony). The data that emerged from my rhetorical analyses were consistent elements of meaning-making practices. I considered the question, “How do I translate this information to knowledge transfer to be useful in preparing pre-service teachers to teach Indigenous content and perspectives?” I sought an answer by referencing the data to the academic literature in literary criticism, literacy, sociolinguistics, narrative, and rhetoric. From the aggregate I adapted the rhetorical situation to represent a model of a local Indigenous rhetorical discourse to explain the elements of an Indigenous rhetorical situation. This model describes the creative expression and critical interpretation of meaning-making practices that are grounded in the principles, protocols, values, and beliefs of a northern plains Algonquian (Cree, Métis and Saulteaux) world view. The implications of the research are presented as potential benefit to teachers and students of Indigenous literatures and rhetorics. iv Table of Contents ACKNOWLEDGEMENTS ....................................................................................................................... II DEDICATION .......................................................................................................................................... III ABSTRACT ............................................................................................................................................... IV 1. CHAPTER ONE: SETTING THE STAGE .......................................................................................... 1 1.2 Introduction ......................................................................................................................... 3 1.3 The Potential Value of Including Indigenous Rhetoric in Education ............................ 4 2. CHAPTER TWO: INTRODUCTION OF THE AUTHOR ................................................................ 9 3. CHAPTER THREE: METHODOLOGY ........................................................................................... 25 3.1 Characteristics of Qualitative Research ......................................................................... 25 3.2 Decolonial Theoretical Framework ................................................................................. 27 3.3 Delimitations ...................................................................................................................... 32 3.4 Limitations ......................................................................................................................... 32 3.5 The Research Journey ...................................................................................................... 36 3.6 Process of the research ..................................................................................................... 40 3.7 Grounded theory ............................................................................................................... 42 3.8 Self-Narrative as Research Method ................................................................................ 42 3.9 Self-narrative as Intellectual Praxis ................................................................................ 44 3.10 Definitions of terms ......................................................................................................... 49 3.10.1 discourse and Discourse ..................................................................................................................................... 49 3.10.2 Indigenous ............................................................................................................................................................... 52 3.10.3 Indigenous Knowledge ....................................................................................................................................... 53 3.10.4 Indigenous Literary Nationalism ................................................................................................................... 54 3.10.5 Algonquian .............................................................................................................................................................. 55 3.10.6 Rhetoric, Rhetorics and Indigenous Rhetorics ......................................................................................... 56 3.10.7 Survivance ................................................................................................................................................................ 60 3.10.8 Intellectual Sovereignty ..................................................................................................................................... 61 3.10.9 Rhetorical Sovereignty ....................................................................................................................................... 61 3.10.10 Rhetorical Alliance ............................................................................................................................................ 62 3.10.11 Text ........................................................................................................................................................................... 62 3.11 The Three Sites of Research ..........................................................................................
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