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Armenian-Canadian Women in Diaspora: the Role of Higher Education in (Up)Rooted Lives, Burdened Souls, and Enlivened Spirits

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Armenian-Canadian Women in Diaspora: the Role of Higher Education in (Up)Rooted Lives, Burdened Souls, and Enlivened Spirits ARMENIAN-CANADIAN WOMEN IN DIASPORA: THE ROLE OF HIGHER EDUCATION IN (UP)ROOTED LIVES, BURDENED SOULS, AND ENLIVENED SPIRITS ARPI PANOSSIAN-MUTTART A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY TORONTO, ONTARIO September 2013 © Arpi Panossian-Muttart, 2013 ABSTRACT This dissertation is a life history research-a collective process of remembering,· telling, writing, and unravelling. The participants, including myself, are seven Armenian women in Toronto and Montreal who have been educators in Armenian schools and/or in Canadian Universities. Participants have refashioned their lives as Armenian-Canadians and faced the discomfort of living in displaced identities, the disconnect between self and communities, and the ambivalence of belonging neither here nor there. Even though uprooted from their birthplace and deracinated from their ancestral land, participants continue finding ways to establish roots and to secure spaces within Canadian communities in their efforts to renegotiate their identities as diasporans. In their community of learners and teachers, they are resolute with their fragmented selves-multilocal, multilingual, hybrid. They find a home in their hostland Canada and a spiritual homeland in Armenia. The qualitative nature of this research allowed me to balance my dual roles as researcher and participant. Life history research demanded complex and interconnected relationships among the researcher, the participants, and the communities. It involved a reflexive practice and a responsive engagement with and within the context of the research. Interviews, group discussions, and autoethnographic writing were the methods I used to gather data. I conceptualized my findings within the theoretical framing of feminist poststructural theory and diaspora concepts. I explored the following: Participants' 11 motivation to pursue education in their mature years; the role of formal learning in reconstructing uprooted lives and at the same time, renegotiating socialized and historicized identities; the burden and the privilege of an inherited history, in particular the history of the Armenian Genocide. This is a project that finds significance not only in the struggles of displacement and resettlement of Armenian women in Canada but also in the recalling, the reliving, and the reconstructing of stories. It is an interpretive inquiry into the personal that stems from and is shaped by individual, historical, social, economic, and political forces. Therefore, I have addressed the context of telling, the spaces participants spoke from and about, the communities they represented, the ideologies they promoted, and the silences they may have maintained. 111 ACKNOWLEDGMENTS This study would not have come to its fruition without the tender assistance of my family, participants, friends, colleagues, committee, and examiners. I thank my participants for their eloquent storytelling and keen observations. You have taught me to listen, to be present, and to tell. - I thank Naomi Norquay for supervising my work so very thoughtfully. I am grateful for her deep insights, wise questions, gentle assertiveness, and in particular, her trust in me. You have honed my critical thinking and life writing skills. I thank Esther Fine and Mario Di Paolantonio for being on my committee. I am indebted to their attentive reading and grateful for the gentle and caring manner by which they suggested revisions. You gave me confidence and expanded my analytical thinking and manner of expression. I thank Malcolm Blincow for accepting to be the internal-external examiner. I am grateful for his keen observations and thoughtfully articulated remarks. It has been an honour to learn from him through the years. I thank Mary Beattie for joining us as the external-examiner. I accept her attentive reading, perceptive remarks, and excellent suggestions with great humility. I am honoured to have her support and grateful for her caring contributions. I thank all those who journeyed with me and listened to my story in classrooms, in hallways, in lounges, and during long nature walks. I appreciate your friendship and collegial interest in my work. IV I thank my parents, Stepan and Osanna for their avant-garde thinking, servitude, and unconditional love for family and community. I have learned tenacity from my eldest brother As bed. My brother Raffi' s art and creativity continue to motivate me. My youngest brother Razinik inspires me and challenges me to think "beyond the borders," his unwavering support and encouragement continue to motivate me to seek more knowledge. I thank my husband Daved for bringing me down to earth ever so ' gently and for helping me to think pragmatically. He has been my number one fan and supporter in this intellectual quest. I thank my daughter Ani for her observant eyes, inquisitive mind, and sharp editing skills. And finally, I thank my. son Matthew for keeping me young and alert. You have all taught me to love and to care, to be strong, courageous, resilient, and yes, stubborn - stubborn enough to complete this dissertation. v TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENTS .................................................................................................. iv MAPS ................................................................................................................................. vi IMAGES ........................................................................................................................... xiv CHAPTER ONE: INTRODUCTION .................................................................................. 1 CHAPTER TWO: CONTEXT, FRAME, AND TEXT ..................................................... 12 FEMINIST PEDAGOGY ...................................................................................................... 15 VOICES OF THE COLLECTIVE: ARMENIANS IN DIASPORA ..... ;.......................................... 18 Diasporan Identity Markers .................................................................................... 18 Genocide as Identity Marker .................................................................................. 22 Western and Eastern Armenians ............................................................................ 25 The Language ofDiaspora ..................................................................................... 29 AN ANNOTATION ............................................................................................................ 34 CHAPTER THREE: LIFE HISTORY RESEARCH WITH A GROUP OF SEVEN ...... .40 ETHICAL CARE OF PARTICIPANTS ............................................................ ~ ...................... 41 Profile of Participants ............................................................................................. 42 Rationale for Choice of Participants ..................................................................... .44 RESEARCH PERSPECTIVE ................................................................................................. 4 7 METHODS IN LIFE HISTORY RESEARCH .......................................................................... 57 Autoethnography: Researcher's Position ............................. ;................................. 60 Oral History: Production of Memory ..................................................................... 65 Particular Discourses That Shape My Oral History ............................................... 71 Collective Memory in Group Discussions ............................................................. 74 REFLEXIVE, REFLECTIVE, RESPONSIVE REWRITING: WRITING FOR DISCOVERY ............. 77 VI Challenges in Writing ............................................................................................ 90 DATA COLLECTION: WHERE AND How .......................................................................... 93 Data Analysis: Interviews, Group Discussions, and Writing ................................. 99 ASSUMPTIONS AND LIMITATIONS .................................................................................. 107 ADDITIONAL REMARKS ................................................................................................. 110 CHAPTER FOUR: LIVES INTERRUPTED, (UP)ROOTED, (RE)NEGOTIATED ..... 112 DYNAMICS OF DIASPORA .............................................................................................. 114 Exiles Exiled in Exile ........................................................... ·................................ 123 Others and Outsiders in Their Own Community ................................................. 130 Fragmented Identities ........................................................................................... 138 HISTORICITY, CONNECTIVITY, GENERATIVITY: THE BURDEN ...................................... 142 Historicity: The Interpreted and the Articulated Past .......................................... 143 Connectivity: The Need to Tell for Continuity .................................................... 148 The Burden: Genocide and Generativity .............................................................. 153 Is It Home, Homeland, Fatherland, or Motherland? ............................................ 166 ADDITIONAL REMARKS ................................................................................................
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