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Indians and Immigrants: Survivance Stories of Literacies University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Winter 2005 Indians and immigrants: Survivance stories of literacies Joyce Rain Anderson University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Anderson, Joyce Rain, "Indians and immigrants: Survivance stories of literacies" (2005). Doctoral Dissertations. 298. https://scholars.unh.edu/dissertation/298 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. NOTE TO USERS Page(s) not included in the original manuscript and are unavailable from the author or university. The manuscript was scanned as received. 89 This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDIANS AND IMMIGRANTS: SURVIVANCE STORIES OF LITERACIES BY Joyce Rain Anderson Bachelor of Arts University of Massachusetts Boston 1995 Master of Arts University of Massachusetts Boston 1996 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Composition and Rhetoric December, 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3198003 Copyright 2005 by Anderson, Joyce Rain All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3198003 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ALL RIGHTS RESERVED ©2005 Joyce Rain Anderson Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This dissertation has been examined and approved. Dissertation Director, Cinthia Gannett, Ph.D. Brigitte Bailey, Ph.D. John Brereton, Ph.D. Paul Kei Matsuda, Ph.D. Thomas Newkirk, Ph.D. yi <nAt'r* h u , 2 3 cAoo S Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To my children Rebecca Rain Frew, Robert Latora, and Paul Frew. To my grandchildren Hunter, Hayden, and Robert. To William. To pray you open your whole self To sky, to earth, to sun, to moon To one whole voice that is you. And know there is more That you can’t see, can’t hear, Can’t know except in moments Steadily growing, and in languages That aren’t always sound but other Circles of motion. Joy Harjo IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS Scholarship does not happen alone; there are always many people to thank. First are three members of my committee who endured the long process: Brigitte Bailey, Paul Kei Matsuda, and Tom Newkirk. To the other two, John Brereton and my director Cinthia Gannett I owe a special thanks for their giving of time and patience to see me through. We will have to have a celebratory coffee in South Station one day. I also am deeply grateful for the wisdom of the late Robert Connors who encouraged me to push forward in the field of American Indian rhetoric. There have been many other mentors for me including Neal Bruss, Elbe Kutz, Richard Pepp, Tim Trask, and Vivian Zamel. Each of them were important in various steps of my studies, and remain so today. Others have shown me how love is the most important part of getting through any struggle. I wish to thank my family for their support: James and Anna Anderson, my parents; Robert Latora, my son; Paul and Rebecca Frew, my son-in law and daughter. My favorite uncle, the late Samuel Keith, always provided me with loving support, and I know he is smiling now as are my ancestors. Then there are very special people who have lovingly accepted me into their family and shown me tremendous support: Hilton Patterson, Sr, Bernadette Patterson, Vanessa Patterson, and Toni Isaac; William Patterson has been a big part of my life and kept after me to get it done. My colleagues in American Indian scholarship who are mentioned throughout my work have shown me the importatnce of heartwork. Finally, a very special thank you goes to Aminah Fernandes Pilgrim for the gift of her time, love and support. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION............................................................................................................................ iv ACKNOWLEDGEMENTS.......................................................................................................v ABSTRACT............................................................................................................................. viii CHAPTER PAGE 1 Introduction Kutche unnome nuttahhon (It begins within our heart) ........................................................... 1 Decolonizing the Academy ........................................................................................... 11 A Story of Indian Scholarship .......................................................................................13 Revisiting Rhetoric—a Story ............................................................. 21 An Indian Reimagining of Contact Zones ..................................................................28 Acts of Survivance .........................................................................................................34 A Wampanoag’s Vision ................................................................................................ 38 Taubotnee ........................................................................................................................39 2 Yoonoosoohquohossueonk (This is my w riting).................................................................41 (Hi)stories of Literacy and Orality ...............................................................................45 Competing Stories of Literacy in Colonial New England .......................................52 “Help” Arrives............................................................................................................... 57 John Eliot’s Mission to the Indians ..............................................................................60 A Reading of Early Metis Spaces ................................................................................ 71 Tutoring the Mind ..........................................................................................................89 3 Nenyeunuttinnussooquoham (I wrote it this way)............... 104 “Teach an Indian to keep” .............................................................................. 114 “They want us to be civilized and I know what that means” .................................118 All Our Relations ........................................................................................................122 Another Removal: The Phenomenon of Federal Boarding Schools .....................124 Indians Using Writing ................................................................................................ 144 Teaching English—a poem ........................................................................................166 4. Nux Wunnegin (My heart is good) ......................................................... 167 So where does this story take us? ............................................................................. 169 Using Stories ................................................................................................................176 Pedagogical Survivance .............................................................................................200 Epilogue ........................................................ 207 BIBLIOGRAPHY......................................................................... 208 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDICES Sample Massachusett Document... 1774 Baptist Minister’s plea ......... Dartmouth Publications Pamphlet, Corn Mother .................................... vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT INDIANS AND IMMIGRANTS: SURVIVANCE STORIES OF LITERACIES by Joyce Rain Anderson University of New Hampshire, December, 2005 This project stems from my mixedblood
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