DOCSLIB.ORG

We Are the Horses: Identity Work in the Southeastern Missouri Ozarks

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
We Are the Horses: Identity Work in the Southeastern Missouri Ozarks We Are the Horses: Identity Work in the Southeastern Missouri Ozarks By Kelly Fish-Greenlee Submitted to the Department of Anthropology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _____________________________ Chairperson Committee members* _____________________________ _____________________________ _____________________________ _____________________________ Date Defended: _______________ The Dissertation Committee for Kelly Fish-Greenlee certifies that this is the approved version of the following dissertation: We Are the Horses: Identity Work in the Southeastern Missouri Ozarks Committee: _____________________________ Chairperson _____________________________ _____________________________ _____________________________ _____________________________ Date Approved: _______________ ii ABSTRACT Kelly Fish-Greenlee, Ph. D Department of Anthropology, May 2009 In the face of extreme conditions such as a natural disaster, social upheaval and forced relocation, how do populations maintain cultural continuity with identity and tradition? This dissertation considers a specific community’s response at the end of the 20 th and early 21 st centuries to government appropriation of traditional territory and forced relocation. The residents of Carter and Shannon Counties in Missouri, forced to abandon and change their long- time relationship to the land, were faced with the task of maintaining their identity after the 1964 establishment of the Ozark National Scenic Riverways (ONSR), a National Park Service (NPS) project in the Missouri Ozarks. The primary research question posed here is: what factors inform and influence the identity work of Ozarkers in the face of extreme insults to their community, most importantly the loss of ownership and community control of traditional territory? I argue that an historic pattern of domination by external entities (who have often vilified residents), including the establishment of the ONSR and the forced removal of a community subset, have given rise to an interpretive oppositional identity framework of symbols produced by affected residents in Shannon and Carter Counties. This framework functions to protect, assert, refine and maintain identity constructions by guiding identity work that includes resistance. iii This document is dedicated to my Granny Beulah from whom I first learned to understand hillbillies, and to my Mother and Father who transmitted to me a love for education and a penchant for fairness. iv Acknowledgements Many people deserve thanks for the support and patience they have provided me during the years that I have worked to complete this document. First, I thank Jane Gibson for providing me with the opportunity to do fieldwork in the Ozarks, for chairing my committee, and for guiding me in the writing process. In addition, thanks go to Akira Yamamoto and Alan Hanson for their significant contribution of ideas and continued encouragement over the years and for serving on my committee. Thanks also to Karen Ohnesorge and Chris Brown for serving on my committee, and to Karen and Barbara Dinneen for their editorial contributions. I also thank my dearest friends Frank and Diane who struggled with me through the emotional trauma and intellectual challenges of writing a dissertation. To my family, to my friends and colleagues, and to Ottawa University, I extend my gratitude for the long-term support they have given me in this process. v Table of Contents Chapter One Background and Introduction ............................................................ 8 Growing Global Displacement .................................................................................. 9 Site Selection and Background .................................................................................. 12 Place and Poverty in Carter and Shannon Counties: Geography, Population, Education and the ONSR ............................................................................... 15 Methods and Limitations of the Research ................................................................. 20 Organization of the Dissertation ................................................................................ 24 Chapter Two Outsider Interventions and Historic Marginalization ...................... 27 Introduction ................................................................................................................ 27 Settlement Patterns, Core Values and Attachment to Place ...................................... 28 Settler Subsistence Patterns ................................................................................. 30 The Civil War ............................................................................................................ 31 Origins of the Hillbilly Stereotype ............................................................................. 35 Forest Depletion, Cultural Deficit and Renewed Government Intervention 1880-1940 ............................................................................................................ 37 The Creation of the Ozark National Scenic Riverways ............................................. 42 Summary .................................................................................................................... 52 Chapter Three The Past in the Present: History, Landscape and Contemporary Processes of Identity Construction .......................................................................................... 54 Introduction ................................................................................................................ 54 Theory on Identity Work ........................................................................................... 54 “Who We Are” ........................................................................................................... 57 To Be “Local” ...................................................................................................... 58 Ancestral Values .................................................................................................. 59 Attachment to Landscape ..................................................................................... 66 Constructing the “Other”: Identity and Relative Deprivation ................................... 69 The “Other” and Relative Material Deprivation: Economics and Artifacts ....... 71 The “Other” and Relative Deprivation of Authority and Stewardship: Land Management and Trust in Government ......................................................... 77 The “Other” and Land Use Deprivation: Access, Fishing, Tourism, and Recreation ...................................................................................................... 81 Insider Constructions and “Who We Are Not”.................................................... 86 Summary .................................................................................................................... 92 Chapter Four Resistance as Identity Work ............................................................... 94 Introduction ................................................................................................................ 94 Background: Resistance and Identity .................................................................. 95 Forms of Resistance: Backtalk as Everyday, Micro-Political Resistance .......... 98 vi Cultural Memory: A Template for Whom, Why and How to Resist ........................ 101 The Civil War ...................................................................................................... 102 The Imposition of Conservation Laws ................................................................. 105 The Creation of the ONSR ................................................................................... 106 Every Day Forms of Micro-Political Resistance: Defending “Who We Are” in Opposition to ONSR Policy ................................................................................. 112 Resistance to Boating Restrictions....................................................................... 113 Resistance to Hunting Restrictions ...................................................................... 115 Resistance to Fishing Restrictions ....................................................................... 118 Resistance to Restricted Access ........................................................................... 119 Organizing and Macro-Political Politics: The Case of the Wild Horses .................. 122 Summary .................................................................................................................... 130 Chapter Five Analysis.................................................................................................. 132 Introduction ................................................................................................................ 132 Symbolic Anthropology and the Formulation of Key Symbols in Oppositional Identity Work ....................................................................................................... 132 Symbol Content and Historic Reformulation ...................................................... 134 A Typology of Symbols ....................................................................................... 136 Identity Work and Key Symbols: “The Ozarks,” “Government,” and “Wild Horses” ................................................................................................................
Load more

Recommended publications
  • Critical Multiculturalism in the Classroom: from Theory to Practice
    UNLV Retrospective Theses & Dissertations 1-1-1998 Critical multiculturalism in the classroom: From theory to practice Denise Michelle Dalaimo University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065. http://dx.doi.org/10.25669/puxi-p9md This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1996 Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983 Andrea Marie Macaluso Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Leadership Commons Recommended Citation Macaluso, Andrea Marie, "Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983" (1996). Dissertations. 3610. https://ecommons.luc.edu/luc_diss/3610 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1996 Andrea Marie Macaluso LOYOLA UNIVERSITY CHICAGO ALLISON DAVIS AND THE HISTORICAL DEVELOPMENT OF HIS SOCIOLOGICAL CONCEPTS: "CULTURAL DEPRIVATION" AND COMPENSATORY EDUCATION", 1925-1983 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ANDREA MARIE MACALUSO CHICAGO, ILLINOIS MAY 1996 Copyright by Andrea Marie Macaluso, 1996 All rights reserved. ii ACKNOWLEDGEMENTS It is with sincere appreciation and gratitude that I acknowledge the efforts of the members of this dissertation committee. Their instruction and guidance lent insight to my research and writing. Their own accomplishments lent inspiration to my studies. Co-Directors Dr. Gerald L. Gutek, Dr. Steven I. Miller both contributed greatly to this dissertation.
    [Show full text]
  • The Myth of Cultural Deprivation, Or a Case for Cultural Pluralism
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 The ym th of cultural deprivation, or a case for cultural pluralism. Barbara Lazarus Wilson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Wilson, Barbara Lazarus, "The ym th of cultural deprivation, or a case for cultural pluralism." (1973). Doctoral Dissertations 1896 - February 2014. 2751. https://scholarworks.umass.edu/dissertations_1/2751 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE MYTH OP CULTURAL DEPRIVATION OR, A CASE FOR CULTURAL PLURALISM A Dissertation Presented By BARBARA LAZARUS WILSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Major Subject Education (c) Barbara Lazarus Wilson 1973 All Rights Reserved THE MYTH OF CULTURAL DEPRIVATION, OR, A CASE FOR CULTURAL PLURALISM A Dissertation By BARBARA LAZARUS WILSON Approved as to style and content by: Dr, Emma CappellUzzo^ Chairman of Committee C/V . , / ft- Dr. Glenn Hawke s. Member / f /) ' ( t -• iU. iX / May, 1973 iii ACKNOWLEDGMENTS With the hope that an "acknowledgement” is foremost an expression of gratitude, I would like to acknowledge in chronological order those people who have helped me with the ideas expressed here, and have given me the insight and confidence to write my dissertation: Thomas Wilson, J.
    [Show full text]
  • The Implication of Cultural Diversity in American Schools
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Professional and Organizational Development To Improve the Academy Network in Higher Education 1994 The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Follow this and additional works at: https://digitalcommons.unl.edu/podimproveacad Part of the Higher Education Administration Commons Afolayan, Johnson A., "The Implication of Cultural Diversity in American Schools" (1994). To Improve the Academy. 299. https://digitalcommons.unl.edu/podimproveacad/299 This Article is brought to you for free and open access by the Professional and Organizational Development Network in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in To Improve the Academy by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Moorhead State University The purpose ofthis article is to analyze the major factors respon­ sible for the cultural diversity in America and their implications for professional educators. These factors include immigration, communi­ cation, linguistic diversity, cultural values, and desegregation. While some educators look to the demographics of the new student popula­ tion, others consider historical clues as a method of understanding American diversity. Statistics about school achievement and dropout and graduation rates show the disparity among the ethnic groups. The new immigrants and ethnic groups may experience conflict as a result of cultural attitudes of teachers and peers. Individuals cannot be understood unless they are seen against the cultural history from which they have come and in terms of the situation in which they currently live. Because of the diversity in the American population, educators need to be sensitive to the cultural elements that may affect students' performance and self-esteem.
    [Show full text]
  • Teachers and Multiculturalism in Turkey
    Teachers and Multiculturalism in Turkey: An Evaluation of the Competency Perceptions of Teachers Regarding Multiculturalism and their Reflection of These Perceptions to the Classroomi Gülay Aslan Gaziosmanpaşa University, Tokat, Turkey Abstract This study, aiming to determine the competency perceptions of teachers regarding multiculturalism of teachers working at the secondary schools in Tokat province, Turkey, employed a descriptive survey model. The study population was 341 teachers working at secondary education institutions in Tokat province in the 2014-2015 school year. Data was collected using a questionnaire consisting of seven questions to collect personal information, the “Multicultural Competency Perceptions Scale” developed by Başkaya & Kağnıcı (2011), and an open-ended question. Quantitative data was analyzed using SPSS 20 program, and qualitative data was analyzed using content analysis technique. From the analyses, the scores regarding the multiculturalism competency perceptions of teachers were found to be positive and above the mean score. While the multiculturalism competency perceptions of teachers did not differentiate according to gender, workplace, faculty of graduation, age, or seniority, they differed according to the residential area, and subject. The findings obtained through the qualitative data showed that although teachers had positive perception of their competency regarding multiculturalism, this was not reflected to any great extent in the classroom. Keywords: multiculturalism, multicultural education, teacher education, Turkey 361 | P a g e Teachers and Multiculturalism in Turkey 1. Introduction Culture can be defined as the sum of organized customs, ideas, and beliefs that forms the roles determining the expected behaviors of a society (Duverger, 2004), or the traditional values and beliefs that ethnic, religious, and social groups transmit without any change through one generation to the next (Guiso, Sapienza & Zingales, 2006).
    [Show full text]
  • Mediated Learning Experience and Cultural Diversity
    Mediated Learning Experience and Cultural Diversity Alex Kozulin ICELP, Jerusalem, Israel The problem of immigrant and ethnic minority students’ cognitive and problem-solving skills has both theoretical and practical significance. As a theoretical problem it poses a question of cross-cultural differences in cognition and their influences on education. As a practical problem it emerges each time the teacher enters a culturally heterogeneous classroom with the aim of providing students with skills necessary for successful formal education. Cross-cultural differences in cognition There are several alternative approaches to the problem of cross-cultural differences in cognition. Some of them are based on the belief in the basic uniformity of human cognition with differences explained as quantitative in nature, other emphasize the formative influence of culture leading to the heterogeneity of cognitive performances and styles. First, let us consider what can be called a psychometric model of ethnic differences in cognition. The model originates in the nineteenth century idea of the evolutionary development of cognition in different ethnic groups. Within this model human cognition is perceived as basically uniform, although its development and progress occurred unevenly in different ethnic groups. Culture as such does not play an important role within this model being perceived as an aggregate of individual cognitive efforts. The most recent revival of this model cast in psychometric terms was undertaken by Herrnstein and Murrey (1994) in their popular The Bell Curve. Herrnstein and Murrey took for granted the basic uniformity of human cognition and the feasibility of assessing it with the help of standard psychometric IQ tests.
    [Show full text]
  • ED376648.Pdf
    DOCUMENT RESUME ED 376 648 EC 303 476 TITLE Cultural Diversity in Rehabilitation. Report from the Study Group. Institute on Rehabilitation Issues (19th, San Antonio, Texas, October 1992). INSTITUTION Arkansas Univ., Fayetteville. Research and Training Center in Vocational Rehabilitation. SPONS AGENCY National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. PUB DATE Oct 92 CONTRACT HI33B80065 NOTE 111p. AVAILABLE FROMMaterials Development and Dissemination Center, Arkansas Research & Training Center in Vocational Rehabilitation, P.O. Box 1358, Hot Springs, AR 71902 (Order No. 07-1686, $12.50 plus $3 shipping and handling, quantity discount available). PUB TYPE Information Analyses (070) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Accessibility (for Disabled); Agencies; *Cultural Differences; *Delivery Systems; *Disabilities; Models; Organizational Development; Quality of Life; *Rehabilitation; *Vocational Rehabilitation ABSTRACT This study examines cultural diversity of the population served by vocational rehabilitation and emphasizes the importance of building capacity within organizations and service personnel to effectively serve diverse populations. Chapter 1 provides an introduction to the study noting its purpose and scope and intended audience. Chapter 2 reviews the majorbarriers to improving services and the quality of life for people with disabilities. Barriers are described at the societal, professional, organizational, and service provider levels. Chapter 3 is an overview of the historical and philosophical background of culturaldiversity in rehabilitation. This historical review shows that theprevailing strategy of "compensatory education and training" andpromotion of "tolerance" has achieved only modest outcomes. Chapter 4 focuses upon a model for developing a culturallyresponsive rehabilitation organization. A human resource development and management framework is applied to various elements of rehabilitation organizations.
    [Show full text]
  • Three Propositions for a Critically Applied Medical Anthropology Nancy Scheper-Hughes
    Three Propositions For a Critically Applied Medical Anthropology Nancy Scheper-Hughes There is a medical anthropology joke that has been makdng the rounds among gradu- ate students.' On the west coast it first surfaced following a symposium on "The Anthro- pology of Sickness" held during the Kroeber Anthropological Society meetings in the spring of 1986 at which several distinguished medical anthropologists were invited to share their ideas and research agendas. The joke goes something like this, although there are several variants, depending on the particular sympathies of the teller. A doctor and three medical anthropologists - Hans Baer, Michael Taussig, and Arthur Kleinman2 - are standing by a river. Suddenly they hear the final cries of a drowning man. The doctor jumps into the river and, after battling against the swift current, hauls in and tries to resuscitate the dead man. After a short while another body floats by and the same attempt is made to save it. Another and another comes down the stream. Finally it occurs to Hans Baer to head up stream in order to investigate the contradictions in the capitalist mode of production that are responsible for the mass fatalities. Meanwhile Taussig goes off, very much on his own, bushwalking in search of the cryptic message in the bottle that at least one dying man or woman would have had the foresight to send out. Dr. Kleinman, however, stays behind at the river bank in order to help facilitate the doctor-patient relationship. There is a real dilemma that is being posed in this whimsical "morality tale" (or it is a mortality tale?) for our troubled subdiscipline.
    [Show full text]
  • Download This PDF File
    FACTA UNIVERSITATIS Series: Philosophy, Sociology, Psychology and History Vol. 16, No 1, 2017, pp. 25 - 36 DOI: 10.22190/FUPSPH1701025M SOCIAL INEQUALITY IN EDUCATION ANALYZED WITHIN VARIOUS THEORETICAL FRAMEWORKS UDC 316.2:37 Lela Milošević Radulović, Suzana Marković Krstić University of Niš, Faculty of Philosophy, Department of Sociology, Serbia Abstract. The expansion of education and the mass inclusion of generations in certain levels of education have not reduced inequality in education. There have still been numerous causes and forms of social inequality, with far-reaching consequences. The consequences of social inequalities in education are very complex and are manifested in the form of reproduction of social inequality, that is, the self-reproduction of social stratification and the reproduction of economic inequality. Scientists working in various fields deal with the clarification of the problems of social inequality in education and everyone can, from their own standpoint, attempt to discover the basic causes of these inequalities so as to overcome them. In paper we have shown four current theoretical approaches to the problem of social inequality in education: the functionalist theory, radical theory, theory of educational capital and theory of cultural deprivation. Every approach from its own standpoint tries to indicate the relationship between the educational system and social structure, as well as the possibility of overcoming certain social inequality. Based on the analysis of the basic tenets of various theoretical approaches to inequality in education conceptualized the initial hypotheses as the foundation for the functioning of the educational system in the future, based on the principles of meritocracy. Key words: inequality in education, the functionalist theory, radical theory, theory of educational capital, theory of cultural deprivation.
    [Show full text]
  • Multicultural Education: in Search of Definitions and Goals. Silos AGENCY National Academy of Education, Syracuse, N.Y
    DOCUMENT RESUME BD 100 792 SO 008 088 AUTHOR Banks, James A. TITLE Multicultural Education: In Search of Definitions and Goals. silos AGENCY National Academy of Education, Syracuse, N.Y. POI DATE Nov 74 NOTE 36p.; Paper presented at the Association for Supervision and Curriculum Development, Institute on Cultural Pluralism (Chicago, Illinois, November 17-19, 1974) EARS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS African American Studies; *Concept Formation; Cultural Awareness; Cultural Differences; Cultural Education; *Cultural Pluralism; Culture; *Definitions; Educationally Disadvantaged; Educational Programs; Ethnic Groups; *Ethnic Relations; *Ethnic Studies; Guidelines; Intercultural Programs; Minority Groups; Objectives; Race Relations ABSTRACT The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, ant tohelp them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourageS, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs :must be based on research and theorywhich focus on both race and cultures and the complexinteractions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, thereis a need to examine multiplevariables in determining causes and to devise effective change programs related to race and education. Further research and analyses need to better clarify therelationship between cultures and race in explaining interracial problemsand conflict.
    [Show full text]
  • Critical Pedagogy and Predatory Culture: Oppositional Politics in A
    Critical Pedagogy and Predatory Culture This book is a major contribution to the radical literature on culture, identity, and the politics of schooling, especially as it addresses the challenge and the promise of school and social reform through what the author calls a “critical multiculturalism.” Peter McLaren’s approach to “predatory culture” and his exploration of recent debates over the role of public institutions, the state, and social agents offers the discerning reader a unique combination of neo- Marxist and post-structuralist theory —referred to as “resistance postmodernist critique.” Readers are invited to construct a politics of resistance at the level of everyday institutional life and within other public spheres. Such a politics of resistance is discussed in detail as a form of critical pedagogy which the author develops from the work of the Brazilian educator, Paulo Freire, and from a range of theorists and practitioners on the educational left including Deleuze, Guattari, Derrida, Foucault, and Lyotard. Critical pedagogy is seen as a means of investing desire in a project of the possible. Written by one of the pioneers of critical pedagogy in North America, this book presents a unique and far-reaching challenge for educators, cultural workers, researchers and social theorists. Peter McLaren is Professor in the Graduate School of Education and Information Studies at the University of California, Los Angeles. “Sous ce masque un autre masque. Je n’en finirai pas de soulever tous ces visages.” Claude Cahun (Lucy Schwob), 1930 Critical Pedagogy and Predatory Culture Oppositional politics in a postmodern era Peter McLaren London and New York First published 1995 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2002.
    [Show full text]
  • "There's Nothing Not Complicated About Being Indian:" American Indian Student Experiences in a Mainstream Middle School Stephanie Masta Zywicki Iowa State University
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 "There's nothing not complicated about being Indian:" American Indian student experiences in a mainstream middle school Stephanie Masta Zywicki Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Education Commons Recommended Citation Zywicki, Stephanie Masta, ""There's nothing not complicated about being Indian:" American Indian student experiences in a mainstream middle school" (2013). Graduate Theses and Dissertations. 13030. https://lib.dr.iastate.edu/etd/13030 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. “There’s nothing not complicated about being Indian:" American Indian student experiences in a mainstream middle school by Stephanie Masta Zywicki A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Warren Blumenfeld, Major Professor Ellen Fairchild Isaac Gottesman Tyson Marsh Nana Osei-Kofi Iowa State University Ames, Iowa 2013 Copyright © Stephanie Masta Zywicki, 2013. All rights reserved. ii TABLE OF CONTENTS ABSTRACT ............................................................................................................................
    [Show full text]