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Re-Membering Norridgewock Stories and Politics of a Place Multiple

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Re-Membering Norridgewock Stories and Politics of a Place Multiple RE-MEMBERING NORRIDGEWOCK STORIES AND POLITICS OF A PLACE MULTIPLE A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Ashley Elizabeth Smith December 2017 © 2017 Ashley Elizabeth Smith RE-MEMBERING NORRIDGEWOCK STORIES AND POLITICS OF A PLACE MULTIPLE Ashley Elizabeth Smith, Ph. D. Cornell University 2017 This dissertation is an ethnography of place-making at Norridgewock, the site of a famous Wabanaki village in western Maine that was destroyed by a British militia in 1724. I examine how this site is variously enacted as a place of Wabanaki survivance and erasure and ask, how is it that a particular place with a particular history can be mobilized in different and even contradictory ways? I apply Annemarie Mol’s (2002) analytic concept of the body multiple to place to examine how utilize practices of storytelling, remembering, gathering, producing knowledge, and negotiating relationships to variously enact Norridgewock as a place multiple. I consider the multiple, overlapping, coexistent, and contradictory enactments of place and engagements with knowledge that shape place-worlds in settler colonial nation-states. Rather than taking these different enactments of place to be different perspectives on or versions of place, I examine how these enactments are embedded in and shaped by hierarchies of power and politics that produce enactments of place that are at times parallel and at times contradictory. Place-making is especially political in the context of settler colonialism, where indigenous places, histories, and peoples are erased in order to be replaced (Wolfe 2006; O’Brien 2010). I consider how the social hierarches set up through settler colonialism make some enactments of place appear to be more important than others, or even appear as if they are the only enactments at all, rendering other ways of experiencing, knowing, and being in this place irrelevant or invisible. Using a decolonial approach, I unsettle the enactments of this place that produce and reproduce Wabanaki erasure narratives and show how, through stories, memories, and practices of gathering, Wabanaki peoples enact Norridgewock as simultaneously a site of violence and a site of their survivance and hope for the future. BIOGRAPHICAL SKETCH Ashley Elizabeth Smith calls Maine’s Upper Kennebec River Valley home. She and her younger sister Kailey were raised in the small papermill town of Madison, Maine by their parents Liz and Walter and their extended family. Ashley’s roots in this place run deep; her family has called this place home for multiple generations, since returning to the region that some of her grandfather’s ancestors had called home before they removed to the Jesuit mission villages of Nouvelle France to distance themselves from the English colonists. Ashley is deeply connected to her French and Wabanaki ancestry and is dedicated to unpacking the histories of violence, resistance, and survivance that shape northeastern North America. Ashley graduated from Madison High School in 2004. In 2008, she earned a B.A. in anthropology and French Studies from Wheaton College in southeastern Massachusetts. After college, she spent a year studying Abenaki connections to homeland and Abenaki music traditions in Sherbrooke, Quebec, supported by a Fulbright Canada fellowship. In 2009, she entered the PhD program in anthropology and the American Indian Program at Cornell University. She completed her M.A. in anthropology in 2013 and returned to Maine to pursue the research that led to this dissertation. In 2015, she received a dissertation fellowship through the Gettysburg Consortium of Faculty Diversity and moved to Minnesota to teach and write as a Scholar-In-Residence Fellow in the American Studies Program. In 2017, she began a full-time position as Assistant Professor in Native American Studies and Environmental Justice in the School of Critical Social Inquiry at Hampshire College. iv For the women who have supported and challenged me, who have guided and mentored me, and who have made it possible for me to be where I am today; and especially for my mother and sister, whose strength and caring know no bounds. Thank you. To the Nanrantsouak people, past, present, and future – these stories are yours. kchi wolioni, all my relations v ACKNOWLEDGMENTS This project was made possible by generous financial support from: The Gettysburg Consortium for Faculty Diversity and the American Studies Program at Carleton College, the New England Regional Fellowship Consortium Fellowship, the Newberry Consortium in American Indian Studies Graduate Student Fellowship, the Cornell University American Studies Program graduate student research grant, The Beinecke Foundation Fellowship. This project is only possible because of the immense support I have received from near countless people. Scholarship is deeply part of our selves and it is embedded in the lives and conversations we share with others. They say it takes a village, and it really does. To my ancestors, whose lives, sacrifices, and dreams have made it possible for me to be here today. I would be nothing without you. To my parents, Liz and Walter: Thank you for pushing me when I needed it, for letting me try things that you didn’t always understand or agree with, for giving me a break when I didn’t always deserve it, and for always supporting and loving me. To my sister, my best friend, thanks for helping me stay sane - for the coffee, the wine, the puzzles, and the laughs. To my partner, thank you for always being there for me and for seeing me through the good times and the trying times of graduate school. I don’t know what I would have done without you. A special thank you to my grandmothers, Nana and Meme for always believing in me and for pushing me to be a stronger and more assured woman. Nana, you always valued my education - I wish you were here to see how far I made it. Meme, you always told me that my full name sounded like “a famous author” to you. While I know academic writing wasn’t exactly what you had in mind, your words echo in all of the writing that I do. To Gaby, thank you for your encouragement, advice, mentorship, and your unfaltering belief in me – and for your friendship. When I first got into grad school, I wrote your advice on a post-it and tacked it over my desk – “don’t let grad school make you bitter. ~Gaby.” That post-it and those words have stayed with me to the finish. I can’t say how successful I was, but the advice and the constant reminder was just the dose of reality I needed to keep me going. You are an inspiration as a scholar and an educator and a person. You have helped make so much possible for me and I only hope I can pay some of that forward for some of my own students. vi To the Wabanaki women who have guided and mentored me, who have pushed me to think harder and deeper, who have supported me when I needed it most – kchi oliwoni. There are not enough words to express my deep love and gratitude for you and all that you do. Thank you for sharing your stories, knowledge, and encouragement and for helping to direct me toward this path – I would certainly not be here if it were not for you showing me it was possible. To Judy, thank you for always being there for me and treating me like family from the day you showed me your home-place and shared your research with me. Thank you for teaching me so much of what has shaped me as a young woman and as a scholar – especially how to stay true to myself and work from and with heart. And especially, thank you for checking in on me, for calling me or emailing me out of the blue to tell me you’re thinking of me. Thank you for helping me feel connected again when I was anything but. You have become family, and I have so much love and gratitude for you. To RP, you will never receive enough thanks for all that you do for all of us. Thank you for reaching out and bringing me in, for giving me a chance, and for teaching me so much. I only hope that I can give back and pay forward some of what you have made possible for me. I promise to work hard with that goal in mind. To Lisa, you opened a door for me and showed me possibilities for my future that I could never have imagined for myself. Like the best of aunties, you’ve always known when to support me and when to push me harder and I cannot express my gratitude enough. I have learned so much from you and with you over the years. Thank you for taking the time to work with me, for sitting down with me at the kitchen table to pour over pages and pages of my writing, for encouraging me when I faltered, for sharing your excitement for history and NAIS, and for just talking with me as with family. To Mark, my captain, my teacher, and my friend, thank you for inviting me into the canoe and for teaching me to paddle. Your encouragement and kindness knows no bounds. I have learned so much traveling the roads and paddling the waters with you, and I have made so many new friends. Never before had I experienced the sound of pouring rain singing onto the ocean from the seat of a canoe, nor felt the deep connectedness with others you get from paddling in rhythm with the team and this has forever changed me as a person and has added so much depth to my work.
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