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Collective Remembering and Rhetorical Colonization In DISRUPTING RACE, CLAIMING COLONIZATION: COLLECTIVE REMEMBERING AND RHETORICAL COLONIZATION IN NEGOTIATING (NATIVE)AMERICAN IDENTITIES IN THE U.S. by Christy-Dale L. Sims B.G.S. University of Kansas, 2006 M.A. University of Colorado Boulder, 2009 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado Boulder in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Communication 2013 This dissertation entitled: Disrupting Race, Claiming Colonization: Collective Remembering and Rhetorical Colonialism in Negotiating (Native)American Identities in the U.S. written by Christy-Dale L. Sims has been approved for the Department of Communication Lisa A. Flores, Ph.D. (Committee Chair) John A. Ackerman, Ph.D. Marlia E. Banning, Ph.D. Emma Pérez, Ph.D. Bryan C. Taylor, Ph.D. Date: The final copy of this dissertation has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. iii Sims, Christy-Dale L. (Ph.D., Communication) Disrupting Race, Claiming Colonization: Collective Remembering and Rhetorical Colonialism in Negotiating (Native)American Identities in the U.S. Dissertation directed by Associate Professor Lisa A. Flores ABSTRACT This critical rhetorical critique interrogates rhetorics of memory in negotiations of national identity, especially as they address race and colonialism. We need to rethink race in more complex ways that disrupt homogenous conceptions of who belongs in the U.S., instead embracing the possibilities offered in those liminal spaces of racial national identities, such as (Native)American. Doing so requires acknowledging the reverberations of past rhetorics in contemporary sense-making and how those echoes vary across communities. In exploring how we (mis)remember race and colonization in relation to nation, my concern lies in exposing some of the persistent rhetorical strategies that impede social justice efforts by marginalized communities, as well as the resistive rhetorics these communities respond with. Pursuing this project, I rely on investigating rhetorical mnemonic strategies of race, nation, and colonialism in everyday discourses about the relationship(s) between a Euro- American community in Lawrence, Kansas and a pan-Indian community associated with Haskell Indian Nations University (HINU) to reveal how we negotiate national identities in relation to the past and to one another. At its core, this ideological critique of rhetorics of race, nation, memory and colonialism is an investigation of identity negotiation among two representative communities in disparate positions of power, their places constituted across several centuries of racist discourses that we too-often continue to rely on. In examining historic Assimilation Era discourses from Haskell Indian Boarding School as well as recent discourses produced by the Lawrence, Kansas, and HINU communities about a local land controversy, I interrogate the role of memory in contemporary negotiations of identity and reveal ways the normative assumptions of U.S. citizenship are profoundly raced. I also propose the idea of “enabling uncertainty” as a perspective that explicitly troubles narrow and limiting conceptions of racial identities, highlighting the idea through discussion of the complex ways (Native)Americans navigate the interstices between Native and American identities. iv ACKNOWLEDGEMENTS Listing only my name as author of this dissertation doesn’t do justice to all those who have aided its completion. It could never have happened without the support, guidance, and patience of my family, colleagues, and friends. My family has supported me in more ways than I can name throughout the past decade of college, and that they are proud of me has been my driving force through those inevitable moments of self-doubt. I love you, Jenny and Jim Perizzolo, James A. Sims, James L. Sims, Annie Perizzolo, and Monica and John Lawrence. The ideas here could not have been developed without the willing ears and insightful feedback of numerous people. I am indebted to many for the ongoing conversations on panels, over beers, and everywhere in between that shape me as a scholar. For their moral and material support, as well as providing such impressive examples of how to navigate this “grad school” thing, thank you to Porter Bourie, Jessica (Beverly) Robles, Erica Delgadillo, Megan Morrissey, Jenn Aglio, Susana Martínez Guillem, Marco Braziarelli, Jessica MF Hughes, Daniel Kim, James Fortney, Rachael Liberman, Joshua Raclaw, and many others along the way. I am grateful for the support of my dissertation committee, John Ackerman, Marlia Banning, Emma Pérez, and Bryan Taylor—they never cease to challenge me in the best of ways. Although not a formal committee member, Jamie Skerski’s guidance has been crucial to my success these past few years, and I appreciate it to no end. I cannot express the extent of my gratitude to my advisor, Lisa A. Flores, for so many reasons: knowing I need deadlines, sharing her rules for being a good feminist, going above and beyond the call of duty for last minute meetings and feedback, agreeing to meetings at the climbing gym, supporting my personal attempts to maintain sanity through what often sounded like insane means (such as working from campsites for a month), and above all, for showing me what it means to be smart. I am lucky enough that the support of multiple communities has carried me through the years. To my climbing and adventure partners, thank you for helping me take the fall, giving me soft catches in life and on the rock, and keeping me grounded when I get too wrapped up in my head. For your inspiration, wisdom, and support, I owe mountains of gratitude to Andrea Watson, April Wright, Arthur Nisnevich, Cody Vaudrin, Dariusz Kuczynski, Ian Huang, Jeremy Stocks, Juan Luna, Nicole Gordon, Sarah Monteverde, Sarah Morey, Sarah Stein, Tommy Hutchinson and so many others whose encouragement has helped along the way. For playing host on my various escapes from town in the name of productivity, special thanks to Annie Perizzolo, Jason Gonzales, and especially James Sims, who drove hundreds of miles in June 2012 as I read and wrote in the passenger seat. My Lawrence community deserves special recognition for being there from the beginning, for introducing me to the South Lawrence Trafficway debate, and for always opening their hearts and homes to me. Gayle and Chris Atkins, Jessica and Jason Barker, and Tasha Doty –I am grateful. Rock Chalk Jayhawk! I appreciate the University of Colorado Boulder’s Department of Communication for their generous financial support of this project, funding a 2010 trip to the Haskell Cultural Center archives in Lawrence, KS as well as a Summer Dissertation Fellowship in 2012. The trip to the archives and this work that resulted would not have been possible without Bobbi Rahder at the Haskell Cultural Center. Many thanks for providing me access to the archives of Haskell’s history, and pointing me in the direction of documents I didn’t even know existed. To all of you: THANK YOU. This wouldn’t have happened without you. Table of Contents v CONTENTS CHAPTER I. INTRODUCTION: RHETORICS OF REMEMBERING RACE, NATION, AND COLONIZATION 1 Rhetorically Colonizing The Indian 5 The Indian 11 My Language Use 16 My Project 18 Chapter Preview 19 II. “TAKE A LOOK FROM THE OTHER VIEWPOINT ONCE IN AWHILE”: METHODOLOGICAL AND THEORETICAL COMMITMENTS 24 Critical Rhetorical Mnemonic Methodology 30 What It Is 30 Enacting a Critical Rhetorical Mnemonic Perspective 34 Text Selection 37 Theoretical Groundings 42 TribalCrit 42 National Narratives 49 (Discursively) Imagining National Communities 54 Nations and Publics 56 Raced and Racist Nation 58 Complicating the Racial Binary 64 Ongoing Settler Colonialism 66 Structural Genocide 70 (Mis-)Using the Land 73 Settler Colonialism and Memory 75 III. “KILL THE INDIAN, SAVE THE MAN”: INDIAN BOARDING SCHOOLING IN THE U.S. 80 Social Darwinism and Assimilation 82 Education for Progress 86 Kill the Indian, Save the Man 91 Educating Into the Nation 96 Indian Boarding School System History 98 Forced Attendance 100 Indian School Pedagogy 105 The Founding of Haskell 109 Conclusion 113 IV. SOLVING “THE INDIAN PROBLEM” THROUGH (RHETORICAL) COLONIALISM: MNEMONIC GENRES AND ASSIMILATION DISCOURSES 115 What Is A Public? 117 Rhetorical Colonization 119 Table of Contents vi Texts 123 The “Indian Problem” Public 127 What Are The Concerns of The Public? 127 Who Is Part of This Public? 133 Indians as Part of the Public 137 Collectively Remembering “Modern Americans” & “Backward Indians” 141 Memory Genres in Publics’ Discourses 153 Progressing From the Past 157 V. DISRUPTING RACE, CLAIMING COLONIZATION: RESISTING CONTEMPORARY ASSIMILATION EXPECTATIONS 162 Texts 165 Context 167 History of the Wakarusa Wetlands 167 History of the South Lawrence Trafficway Debate 168 Counterpublics 170 Mnemonic Rhetorics of Race 174 Lawrence Public and Haskell Counterpublic 174 Reinforcing Race 175 A City Divided. 176 Naming “Others”. 180 Disrupting Race 184 Collectively Remembering Colonization 186 Past within the Present 189 As Long as the Grass Grows 193 The Haskell Medicine Wheel and the “Columbian Legacy” 197 Reframing the Present 201 VI. THE TRAIL OF BROKEN PROMISES AND THE POSSIBILITIES OF ENABLING UNCERTAINTY 205 Material Rhetorics and Collective Remembering 208 Bodies as Argument 210 Place-As-Rhetoric 211 Embodying, Emplacing,
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