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Memoir of a Bear Clan Woman's Educational Journey Angelina Frances Medina

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Memoir of a Bear Clan Woman's Educational Journey Angelina Frances Medina University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs 7-1-2016 Memoir of a Bear Clan Woman's Educational Journey Angelina Frances Medina Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Recommended Citation Medina, Angelina Frances. "Memoir of a Bear Clan Woman's Educational Journey." (2016). https://digitalrepository.unm.edu/ educ_llss_etds/61 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Angelina Frances Medina Candidate Language, Literacy, and Sociocultural Studies Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Lucretia Pence, Chairperson Dr. Gregory A. Cajete Dr. Carlos Lopez-Leiva Dr. Donald Zancanella MEMOIR OF A BEAR CLAN WOMAN’S EDUCATIONAL JOURNEY By Angelina Frances Medina B.A., Elementary Education, Fort Lewis College, 1974 B.A., Humanities, Fort Lewis College, 1974 M.A., Educational Administration, University of New Mexico, 1978 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Language, Literacy, and Sociocultural Studies The University of New Mexico Albuquerque, New Mexico July, 2016 Dedication Joe Medina of Zia Pueblo, the best dad ever, this is for you! Calsue Murray, my wonderful and most patient husband, your loving heart carried me; this is for you, as well! iii Acknowledgements First and foremost acknowledgements are made to the students who taught me to listen, hear, and do or this memoir might not have become a reality. Loving thanks to my husband, Calsue Murray, for your patience, endless encouragement and support, day and night! Special thanks to my wonderful dissertation chairperson, Dr. Lucretia Penny Pence, for your endless encouragement, support, and for providing a different and valuable perspective when I least expected but who also provided the guidance and direction needed for me to successfully complete my dissertation. I must also give my heartfelt thanks to the rest of my dream team, Dr. Gregory A. Cajete, Dr. Carlos Lopez-Leiva, and Dr. Don Zancanrella for your wonderful support, beautiful praises for my memoir, and for passing me with Distinction! Loving thanks also to friends and colleagues Dr. LaNysha Adams-Foss, Laurie Ihm, Erin Hulse, and Anni Lemming for your endless support through thick and thin. iv MEMOIR OF A BEAR CLAN WOMAN’S EDUCATIONAL JOURNEY By ANGELINA FRANCES MEDINA B.A., Elementary Education, Fort Lewis College, 1974 B.A., Humanities, Fort Lewis College, 1974 M.A., Educational Administration, University of New Mexico, 1978 Ph.D., Language, Literacy, and Sociocultural Studies, University of New Mexico, 2016 ABSTRACT This study utilizes memoir, a qualitative research method, to tell how a Pueblo teacher’s Pueblo cultural interactions with her students led to positive classroom behavior and achievement. It describes three diverse and separate sets my life experiences, in thematic chapters, that took place. I describe my Pueblo traditional upbringing and interactions with family and community wherein I spoke only the Keres language. Then, I describe my first encounter with White people who introduced me to the foreign language of English and another world, through comic books and a Hershey bar. I was introduced into American schooling where negative experiences with racist teachers shredded my esteem and self confidence enough to dread and hate American schooling at all levels. Later, when I accidentally became a teacher, I freely implemented the Pueblo way of interacting with and teaching my students whose life experiences were very much similar to mine! In implementing Pueblo epistemology and pedagogy, my students’ negative behavior became positive. They accepted responsibility to improve their studies and surprised themselves by catching up and advancing into higher levels of achievement. v Table of Contents Chapter 1: Memoir .................................................................................................................... 1 Chapter 2: Introduction ............................................................................................................. 3 Chapter 3: Sick of School ......................................................................................................... 5 Chapter 4: Shra-me ................................................................................................................. 13 Conflicting, Confusing, Misguiding Messages ........................................................... 14 Consequences of Colonial America Not Being Shra-me ............................................ 15 Top of the World ......................................................................................................... 15 Broken ......................................................................................................................... 17 Wanna-be Scientist ..................................................................................................... 19 Examples of the Bureau of Indian Affairs not Being Shra-me ................................... 20 Be Proud, Third Graders, for Being Shra-me ............................................................. 25 Unprecedented Challenges .......................................................................................... 38 Chapter 5: New Horizons and Realizations ............................................................................ 49 Unusually Unpredictable ............................................................................................ 51 Good Morninga ........................................................................................................... 52 Native American Language Teacher’s Institute at UNM ........................................... 54 Isleta – My First Lessons ............................................................................................ 55 Chapter 6: Amazing Discoveries ............................................................................................ 69 Hershey Bars and Little Lulu ...................................................................................... 69 On My Own in San Francisco and College ................................................................ 77 Matching What? .......................................................................................................... 83 “Don’t Cry, Lie!” ........................................................................................................ 84 vi No More Broken English! ........................................................................................... 86 Surprises ...................................................................................................................... 88 Fort Lewis College – Who Me? .................................................................................. 90 Chapter 7: Exploring, Discovery, Practicing and Learning .................................................... 94 Consequences of Favoritism ....................................................................................... 94 Student Teaching Internship ....................................................................................... 95 Chapter 8: Students and Teacher Learning Together ............................................................. 98 Fantastic Fifth Graders ................................................................................................ 98 Student Takeover ........................................................................................................ 99 To Share or Not to Share – That was the Question................................................... 100 Students’ Voice and Choice ...................................................................................... 104 Straight Talk.............................................................................................................. 110 Planning for the Future ............................................................................................. 116 Learning Big Words .................................................................................................. 120 Throw Out the Spelling Book! .................................................................................. 121 Fifth Graders Meet Third Grader’s Challenge .......................................................... 124 Overcoming Writing Challenges .............................................................................. 127 Curiosity Earns an Excursion Trip ............................................................................ 129 Experiential Learning................................................................................................ 130 Happy Days ............................................................................................................... 137 Chapter 9: Why, How Come, Because… ............................................................................. 138 Language Conflicts ................................................................................................... 138 Put Downs ................................................................................................................
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