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How Colonization Impacts Identity Through the Generations: a Closer Look at Historical Trauma and Education

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How Colonization Impacts Identity Through the Generations: a Closer Look at Historical Trauma and Education University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 8-1-2018 How Colonization Impacts Identity Through the Generations: A Closer Look at Historical Trauma and Education Michelle Garcia-Olp University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Garcia-Olp, Michelle, "How Colonization Impacts Identity Through the Generations: A Closer Look at Historical Trauma and Education" (2018). Electronic Theses and Dissertations. 1487. https://digitalcommons.du.edu/etd/1487 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. HOW COLONIZATION IMPACTS IDENTITY THROUGH THE GENERATIONS: A CLOSER LOOK AT HISTORICAL TRAUMA AND EDUCATION ________________ A Dissertation Presented to the Faculty of the Morgridge College of Education University of Denver ________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _______________ by Michelle Garcia-Olp August 2018 Dr. Bruce Uhrmacher Author: Michelle Garcia-Olp Title: HOW COLONIZATION IMPACTS IDENTITY THROUGH THE GENERATIONS: A CLOSER LOOK AT HISTORICAL TRAUMA AND EDUCATION Advisor: Dr. Bruce Uhrmacher Degree Date: August 2018 ABSTRACT Through the lived experiences of 26 New Mexicans, this inquiry investigates how colonization impacts identity through the generations, particularly looking at historical trauma and education. The findings demonstrate the importance of decolonizing spaces within educational settings. Furthermore, the findings demonstrate the need for viewing educational systems and spaces through a Tribal Critical Race Theory (TribalCrit) and Indigenous Storywork lens that lead Indigenous students in finding face (one’s identity), finding foundation (one’s greatest potential/full expression) and finding heart (one’s flow with the creator). The lens of TribalCrit enables the creation of a space where Indigenous students are empowered by their educational institutions in exploring their cultural and academic identity. That being said, this dissertation needs to engage in aspects of decolonization. In the conceptualization and implementation of the decolonizing approach, an Indigenous and Western academic knowledge was sought and found in the following devices: Indigenous storywork protocol, conversation as method for data collection, data analysis in the usage of boxed writing, and arts-based research in data presentation. By merging ii Indigenous knowledge with Western concepts, I’m recognizing that a dissertation cannot be fully decolonized, but an attempt should still be made. Thus, this dissertation attempts to move towards decolonization in several ways. First, I utilized Jo-Ann Archibald’s (2008) seven Indigenous Storywork principles. Her seven principles permeated everything I did from beginning to end. The research questions are as follows: Overarching research questions ● How do the identities of one Indigenous family inform our understanding of colonization? The following sub questions asked: ● How is knowledge generated within a family context? ● How does education impact Indigenous self-identity and the identity of family? ● What are the contributions of Indigenous scholars on curriculum studies? Next, I used conversation as method as described by Kovach (2009), a research method grounded in Indigenous ideas derived from an Aboriginal writer. Conversation as method comprises my data collection procedures. Third, I used several different writers’ ideas as conceptual frameworks to analyze my data. Brayboy’s (2005) Tribal Critical iii Race Theory was especially important. Finally, I incorporated arts-based research and digital storytelling for my data presentation. iv ACKNOWLEDGEMENTS I would like to pay respect to the Arapaho and Cheyenne and all of the Indigenous people on the land of which the University of Denver stands. To our ancestors who have come before us, may they walk with us in the present, guiding us towards what was lost. Together, with the knowledge of our ancestors, planting the seeds for future generations. To Dr. Bruce Uhrmacher, thank you for all of your guidance and support during the dissertation process. Thank you for carving out a space for Arts-Based Research within the academy. Your classes lit a spark in me, one that I will carry forward. To Dr. Paul Michalec, thank you for your guidance and support in the early years of my doctoral program. To Dr. Christine Nelson, thank you for your mentorship and guidance. You went above and beyond in all aspects of my time in higher education. Your kindness and example as a strong Native woman will forever remain with me. I only hope I can pass it forward. To Dr. Ramona Beltrán, thank you for your mentorship and guidance throughout the completion of my program. Your classes gave me a home when I was struggling to find my footing at a Predominately White Institution. Keep doing what you’re doing, you’re creating ripples and I am forever grateful to you. To all of the community members and Elders who were instrumental in the completion of this dissertation. I could not have done it without you. To my family, without you, this dissertation would not be possible. v TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION .................................................................................................1 Pronunciation Guide & Key Terminology ................................................................... 1 Pronunciation Guide ................................................................................................... 1 Key Terminology ....................................................................................................... 3 Research Protocol....................................................................................................... 7 Focus of the Study .................................................................................................... 13 National Context ...................................................................................................... 19 Significance of Settler Colonialism ........................................................................... 20 Situational Context ................................................................................................... 23 Personal Context ...................................................................................................... 25 Purpose of the Study................................................................................................. 37 Research Questions .................................................................................................. 37 Overview of the Literature ........................................................................................ 38 Overview of Methodology ........................................................................................ 39 Organization of Dissertation ..................................................................................... 42 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 43 Introduction .............................................................................................................. 43 Settler colonialism as a system of oppression ............................................................ 46 The impacts of settler colonialism on Indigenous identity ......................................... 57 The Process of Decolonization: Finding Face............................................................ 78 Theoretical Framework ............................................................................................. 94 Chapter Summary ................................................................................................... 101 CHAPTER THREE: INDIGENOUS RESEARCH METHODS ....................................... 103 Introduction ............................................................................................................ 103 Indigenous Research ............................................................................................... 103 Research Questions ................................................................................................ 113 Collecting Stories (Data Collection) ....................................................................... 114 Ceremonial Display (Data Presentation) ................................................................. 122 Research as Ceremony............................................................................................ 126 Methods of Ethical Considerations ......................................................................... 132 Potential Limitations of the Study ........................................................................... 134 Researcher Role and Reflexivity ............................................................................. 136 Chapter Summary ................................................................................................... 145 CHAPTER FOUR: EACH STORY TOLD ................................................................................ 146 Introduction ...........................................................................................................
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