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Beyond the Role of Drum and Song in Schools: a Storied Approach By Beyond the Role of Drum and Song in Schools: A Storied Approach by Anna-Leah King A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Policy Studies University of Alberta ©Anna-Leah King, 2016 Abstract My research reflects on the use of drum and song in schools and reveals its significance from an Anishnaabe kwe perspective. A storied approach is used relative to Anishnaabe ways of being and knowing as ‘teachers’ in two forms: debaajimowin (narratives) and antasokannan (tradition or sacred). Stories are a functioning part of both the framework and methodology to present a new and evolving story that is relevant to formal schooling. In addition to inquiring into Anishnaabe stories, Elders teachings, and archival records, autobiographical experiences shaped this inquiry. The analysis was guided by Anishnaabe perspectives, as well as several key questions asked by Justice Sinclair (2014), questions that link identity and culture. Key recommendations in relation to integrating song and drum in relation to formal schooling point to the necessity to be grounded in community and cultural ways of being and knowing. ii Preface This dissertation is an original work of Anna-Leah King. Given the autobiographical and archival nature of the research no ethics permit was necessary. Following aboriginal protocols the close work alongside elders guided the inquiry and writing of this dissertation. iii Dedication To my ancestors before me and the children yet to come. iv Acknowledgment I would like to acknowledge Dr. Vera Caine and Dr. Florence Glanfield for their commitment of work and weekly meetings towards this. Dr. Stan Wilson’s guidance was significant and shaped my work in important ways. Dr. Paula Sherman’s and Dr. Jose de Costa’s contributions as examiners helped me see the importance of my work – thank you! I would like to thank Dr. Frank Elliot for our talks as I tried to determine the focus of my research. Dr. Carl Urion spent countless hours of discussions with me about music, drum and ceremony in relation to research. There are friends I have made during my studies – you made my world brighter and the research that much more enlightening. This work would have never been possible without the support of my amazing daughter Tanis, my father Dr. Cecil King and my incredible mother Virginia King. My sisters Alanis and Shoo-shoo and my brother Daryl thank you for walking by my side and being there for me. The importance of language is visible in my dissertation and most significant to me. I would like to thank the people of my community for their patience in teaching me our language. Many people in my community are close to me – I value your teachings and friendships! The generous support by Inspire, CURA, NEAHR and scholarships through the University of Alberta enabled me to pursue my studies. I also extend my thanks for the Margaret Presh Kates Award and the Government of Alberta Indigenous Graduate Student Award. v Table of Contents Chapter 1: Introduction ................................................................................................................... 1 Dibaajimowinan (As the story goes . .) ..................................................................................... 3 Ode to Ngashi and Nokomisaag. ............................................................................................. 5 Reflections of the story told. ................................................................................................ 7 Together learning and teaching. ........................................................................................... 8 Residential School Effect on Language .................................................................................... 11 Chapter 2: Turning Towards the Drum ......................................................................................... 13 The Drum in Schools ................................................................................................................. 14 A Dream .................................................................................................................................... 16 Coming to song: A personal story. ........................................................................................ 19 Taking a stand as a singer. ..................................................................................................... 21 Hallway teacher talk. ............................................................................................................. 24 Stemming from traditional roots. .......................................................................................... 27 The Need for Healing ................................................................................................................ 29 Bowser – My Teacher ............................................................................................................... 31 My Research Puzzle .................................................................................................................. 35 Chapter 3: Methodology and Methods ......................................................................................... 37 Bagijigan – offering: Wabanosse - cloth. .............................................................................. 38 Miiggiwewin - gift. ................................................................................................................ 39 Methodology and Methods ........................................................................................................ 39 Philosophical underpinnings. ................................................................................................ 41 Method ...................................................................................................................................... 43 Significance of my Research ..................................................................................................... 45 Indigenous knowledge. .......................................................................................................... 46 Personal: Who I am and who I am relative to this research. ................................................. 48 The drum as gift..................................................................................................................... 53 Bowser. .................................................................................................................................. 53 Female traditional teachers and Elders. ................................................................................. 55 Being invited to sing. ............................................................................................................. 55 Practical ..................................................................................................................................... 56 Aboriginal student resistance. ............................................................................................... 57 Significance to Education .......................................................................................................... 58 Significance to Healing ............................................................................................................. 61 Mino Bimahdzewin: Living a good life and the medicine of song and drum. ...................... 61 The Pathway of Research .......................................................................................................... 63 Chapter 4 Findings ........................................................................................................................ 68 And All of You was Singing ..................................................................................................... 69 Chibiabos – The first musician. ...................................................................................... 72 Turning toward my experience.................................................................................................. 73 Learning song. ................................................................................................................... 73 Nimkii Ka (it is thundering) – the thunderers ........................................................................... 74 Thunder – Nimkii. Thunder beings. ...................................................................................... 75 vi Nimkii beneshii. .................................................................................................................... 77 Remembering. .................................................................................................................... 78 Turning towards my relations. ............................................................................................... 78 Nimkii kaa miiwaa woyasaa (thunder and lightning or) – Thunder and Fire ........................... 79 Nanabozho and the thunderbeings. .................................................................................... 79 Aboriginal education – White fire. ........................................................................................ 80 Within. ................................................................................................................................... 81 Without. ................................................................................................................................
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