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Red Corn Dissertation FINAL Set the prairie on fire: An autoethnographic confrontation of colonial entanglements by Sean Alexander RedCorn B.S.E., University of Kansas, 2005 M.S.E., University of Kansas, 2013 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Department of Educational Leadership College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2017 Abstract There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move Osages toward a higher degree of self-determination, and calls for voices within the community who share zones of cultural and professional intersectionality. Using Red Pedagogy (Grande, 2008) and traditional Osage ribbon work (Dennison, 2012, 2013) as a framework, this critical Indigenous autoethnographic inquiry works to advance conversations about settler-colonial entanglements in education from the perspective of an Indigenous (Osage)-White educator and educational leadership doctoral student. This inquiry uses writing as both field and method (Richardson & St. Pierre, 2005) to explore Osage perspectives related to topics of Transformational Indigenous Praxis (Pewewardy, 2017), White privilege (McIntosh, 2003) as a pale-skinned American Indian, American Indian mascots (Pewewardy, 2000) from educational leadership perspectives (NPBEA, 2015; Waters & Cameron, 2007), and ecologically informed consciousness (Cajete, 1994). Set the prairie on fire: An autoethnographic confrontation of colonial entanglements by Sean Alexander RedCorn B.S.E., University of Kansas, 2005 M.S.E., University of Kansas, 2013 A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Department of Educational Leadership College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2017 Approved by: Major Professor: Kakali Bhattacharya, Ph.D. Copyright © Sean Alexander RedCorn 2017 Abstract There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move Osages toward a higher degree of self-determination, and calls for voices within the community who share zones of cultural and professional intersectionality. Using Red Pedagogy (Grande, 2008) and traditional Osage ribbon work (Dennison, 2012, 2013) as a framework, this critical Indigenous autoethnographic inquiry works to advance conversations about settler-colonial entanglements in education from the perspective of an Indigenous (Osage)-White educator and educational leadership doctoral student. This inquiry uses writing as both field and method (Richardson & St. Pierre, 2005) to explore Osage perspectives related to topics of Transformational Indigenous Praxis (Pewewardy, 2017), White privilege (McIntosh, 2003) as a pale-skinned American Indian, American Indian mascots (Pewewardy, 2000) from educational leadership perspectives (NPBEA, 2015; Waters & Cameron, 2007), and ecologically informed consciousness (Cajete, 1994). Table of Contents List of Figures ................................................................................................................................. x Preface ....................................................................................................................................... xviii Chapter 1 - Stitching New Patterns with Indigenous Frameworks and Autoethnography ... 1 Introduction ..................................................................................................................................... 1 Recognizing Entanglements and Stitching New Patterns in Red Pedagogical Spaces ................... 4 Finding Relevance in Ribbon Work ........................................................................................... 6 My Ethnographic Ribbons ........................................................................................................ 15 Stitching the Ribbons Together: A Brief Example ................................................................... 22 Stitching Osage Perspectives into the Fields of Education ....................................................... 24 Imbalanced Patterns: Exploring the Sovereign Self through Ribbon Work ............................. 28 Research Purpose and Questions .................................................................................................. 31 Situating Academic Ribbon Work as Red Pedagogical Indigenous Un-Methodology ................ 32 Academic Ribbon Work and Red Pedagogy: An Osage and Indigenous Methodology .......... 32 Considering Grande’s Red Pedagogical Precepts as Ribbons .................................................. 34 Merging Critical and Indigenous with Red Pedagogical Ribbon Work ................................... 39 Conclusion: My New Foundation ................................................................................................. 40 Chapter 2 - Autoethnography: Foundations, Methods, and Considerations ........................ 42 Introduction ................................................................................................................................... 42 Methodological Foundations: Emphasizing Critical, Indigenous, and Mixed-Mediums ............. 43 History of Autoethnography: Grown out of Crises in Qualitative Inquiry ............................... 44 vi An Overview of Autoethnography ............................................................................................ 47 Informed by Critical Autoethnography ..................................................................................... 52 Aligning with Indigenous and Mixed Media Autoethnography ............................................... 55 Writing as Method and Site: Merging Process and Product with Structure and Standards ...... 64 Accountability, Academic Rigor, and Ethics ................................................................................ 79 Limitations and Value ................................................................................................................... 82 The Limitations ......................................................................................................................... 82 The Value .................................................................................................................................. 83 The Personal Value of Autoethnography: Acknowledging this Space to Grow ...................... 86 Conclusion .................................................................................................................................... 89 Chapter 3 - Listening to an Elder: Experiencing Transformational Indigenous Praxis ...... 90 Introduction ................................................................................................................................... 90 Transformational Indigenous Praxis Model and the Influence of an Elder .................................. 96 A Confrontation of Curricular Realities: (Re)Mapping the Possibilities .................................... 103 Acknowledging the Ease of Following, and Teaching, Mainstream Curricula ...................... 103 Exploring New Curricular Trails and Indigenous Orientations .............................................. 106 The Arbor: My Osage School District .................................................................................... 114 The Drum Carries Me ............................................................................................................. 129 Critically Analyzing the Separation of Education and Culture .............................................. 143 Conclusion .................................................................................................................................. 150 Chapter 4 - American Indian Mascots: Shapeshifting between Educational Leadership and Critical Paradigms .................................................................................................................... 152 vii Introduction ................................................................................................................................. 152 Focusing on School Improvement: Positioning Mascots in Educational Leadership Standards 159 Practical Consideration 1: Adopting a Systems Perspective .................................................. 162 Practical Consideration 2: Making Informed Decisions and Maintaining Focus on Student Learning .................................................................................................................................. 176 Living the Intersection of Real Indians and Fake Indigeneity as a Student and Teacher ........... 192 Chapter 5 - Am I a Person of Color? Interrogating Privilege as a Real Pale Indian ........ 203 Introduction ................................................................................................................................. 203 Being Normal: Who Let the White Osage Cherokee Princess Guy in the Room? ..................... 208 Rockin’ the Suburbs .................................................................................................................... 212 The Media and Me: Social Media does What Mainstream Cannot ............................................ 215 Colonizer/ed: Confronting Curriculum as Real Pale Indian ....................................................... 221 Whiteness and Power: One of the Guys Coming on Too
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