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The Brighton Seminole Tribe of Florida and the Digitization of Culture

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The Brighton Seminole Tribe of Florida and the Digitization of Culture MEMORIES AND MILESTONES: THE BRIGHTON SEMINOLE TRIBE OF FLORIDA AND THE DIGITIZATION OF CULTURE by APRIL CONE VAN CAMP B.A. Palm Beach Atlantic College, 1995 M.A. University of Central Florida, 1998 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Texts and Technology in the Department of English in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Summer Term 2008 Major Professor: Karla Saari Kitalong © 2008 April Cone Van Camp ii ABSTRACT This dissertation project discusses individual photographs of the Brighton Seminole Tribe of Florida from the early 1900s to the current period, each organized by way of their institutional significance, not their place in chronological history. Following Jean Mohr and John Berger‘s model in Another Way of Telling, I create a narrative for the pictures with a discussion of historical information, current data from interviews, Tribal members‘ stories, and my own personal story as it is tethered to the tribe. The research addresses the following questions: Can photography offer a technological means to communicate culture in a vital, organic way? Can photos communicate culture as identity and not something merely to identify with? Can this cultural identification include me, an outsider, and is it possible that a colonialist viewpoint is actually beneficial to the tribe? John Berger, Roland Barthes, and Gregory Ulmer‘s theories allow opportunity for new perspectives, and even would-be answers at times. Admittedly, there is no frame large enough to hold all of the truth, but these theorists‘ works push the frame‘s boundaries to look at the pictures from other perspectives, other as both different and from the outside. These critics offer light and air, posing questions such as, what assumptions help a viewer transcend the normally limited perspective of a superficial observer? What possible contributions might an outsider bring to the interpretation? iii This dissertation is dedicated to my mother, Claudean Cone, whose sweet hands led me from the kindergarten bus to the university. iv ACKNOWLEDGMENTS My family is wonderful, and I am grateful to all of them. My husband, Ed, encouraged me to keep working when I could easily have quit—what a wonderful companion he is. My children have been so supportive. My mother and my parents-in- law made sure that our family was fed and transported to school. My sister Joan is at the very heart of this work. I am grateful to my IRCC colleagues. Rick Hofer, Ray Considine, Sarah Mallonee, Don Skinner, John Carpenter, and Matthew Brooks were vigilant cheerleaders. Steve Knapp virtually stayed with me through the process, a true friend. I would never have completed this project without Tammy Powley. My Vice-President, Dr. Bynum, and my Dean, Dr. Corrodus, made it possible for me to have a summer to write during a very difficult year. I could not work for kinder people. Dr. Beate Rodewald and Rodney Ritchey laid foundations many years ago for this academic endeavor, and I am forever grateful to Hank Raulerson not only for seeing my potential, but also for telling me I had it. Hank is still my teaching role model. Thanks to my committee, Dr. Anthony Grajeda, Dr. Melody Bowdon, and Dr. Rosalyn Howard. You have been so kind and patient with me. My editor, Karen Lane, is a treasure. Finally, thank you, Dr. Karla Kitalong. You are not only an interesting and ambitious scholar, but you are also the finest woman I have ever known. v TABLE OF CONTENTS LIST OF FIGURES ....................................................................................................... VIII INTRODUCTION ............................................................................................................. 1 Literature Review and Theoretical Underpinnings ....................................................... 5 Project Description .................................................................................................... 17 Chapter Summaries ................................................................................................... 19 Chapter One: Brighton Seminole History: Backwards Is Forward .......................... 20 Chapter Two: Brighton Seminole Family: Tradition and Transition ........................ 20 Chapter Three: Brighton Seminole Religion: Altar Alternatives .............................. 21 Chapter Four: Brighton Seminole Education: From Chickee to Academy .............. 22 Chapter Five: Brighton Seminole Entertainment: Poverty to Prosperity ................. 23 Theory and Methodology ........................................................................................... 24 Justification ................................................................................................................ 26 CHAPTER ONE BRIGHTON SEMINOLE HISTORY: BACKWARD IS FORWARD ...... 28 Brief History ............................................................................................................... 28 Photographic People and Landmarks ........................................................................ 30 Photographic Fears ................................................................................................... 39 CHAPTER TWO BRIGHTON SEMINOLE FAMILY: TRADITION AND TRANSITION .. 49 At Home ..................................................................................................................... 49 Homecooked ............................................................................................................. 55 Homemade ................................................................................................................ 58 Homespun ................................................................................................................. 62 Homebody ................................................................................................................. 67 Homefree ................................................................................................................... 73 Homesick ................................................................................................................... 76 Homeschooled ........................................................................................................... 81 CHAPTER THREE BRIGHTON SEMINOLE RELIGION: ALTAR ALTERNATIVES ..... 87 The Good Fight of Faith ............................................................................................. 87 Keeping the Faith ...................................................................................................... 93 The Green Corn Dance ............................................................................................. 93 To the Green Corn Dance ....................................................................................... 106 Faithful Observance ................................................................................................ 114 Breaking Faith ......................................................................................................... 119 CHAPTER FOUR BRIGHTON SEMINOLE EDUCATION: FROM CHICKEE TO ACADEMY .................................................................................................................. 124 Before School .......................................................................................................... 124 Friday School ........................................................................................................... 128 Language Class ....................................................................................................... 130 Dancing School ....................................................................................................... 133 vi Revelation and Imagination ..................................................................................... 138 Friday School and the Creek Culture/Language Dilemma ....................................... 141 Pemayetv Emahakv Charter .................................................................................... 146 Language and Identity ............................................................................................. 147 Seminole Culture, Everyday Use, and Desire to Survive ......................................... 154 CHAPTER FIVE BRIGHTON SEMINOLE ENTERTAINMENT: FROM POVERTY TO PROSPERITY ............................................................................................................. 157 The New Deal .......................................................................................................... 157 A New Dream .......................................................................................................... 161 Field Day ................................................................................................................. 168 What Is Lost? ........................................................................................................... 174 Seminoles, Photos, Theory, and Me ........................................................................ 177 Pictures as Private Property .................................................................................... 180 Theoretical Musings ................................................................................................ 182 AFTERWORD ............................................................................................................. 185 APPENDIX A IMAGE PERMISSION
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