Crossing the Bridge: the Educational Leadership of First Nations Women
Total Page：16
File Type：pdf, Size：1020Kb
Crossing the Bridge: The Educational Leadership of First Nations Women by Sandra Lynne Umpleby B.A., University of Western Ontario, 1976 M.Ed., University of Lethbridge, 1989 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY In the Department of Educational Psychology and Leadership Studies ©Sandra Lynne Umpleby, 2007 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopying or by other means, without the permission of the author ii Crossing the Bridge: The Educational Leadership of First Nations Women by Sandra Lynne Umpleby B.A., University of Western Ontario , 1976 M.Ed., University of Lethbridge , 1989 Supervisory Committee Dr. C.E Harris, Department of Educational Psychology and Leadership Studies Supervisor Dr. A. Marshall, Department of Educational Psychology and Leadership Studies Department Member Dr. V. Storey, Department of Educational Psychology and Leadership Studies Department Member Dr. R. E. Ommer, CEOR Outside Member Dr. D. van der Wey, Simon Fraser University External Member iii Supervisory Committee Dr. C.E. Harris Supervisor Dr. A. Marshall Department Member Dr. V. Storey Department Member Dr. R. E. Ommer Outside Member Dr. D. van der Wey External Member ABSTRACT In North West British Columbia, First Nations women are playing an essential role in a cultural shift that is positively affecting community health and the education of Aboriginal youth. Historically, the First Peoples of the North West coast were profoundly transformed by European contact. Policies, oppressions and disease disrupted lives and communities that had existed in stasis since time immemorial. The results, described by Thomas Berger as “third world” conditions, are predictable --young and old afflicted with addictions and dysfunctions. Recently, the dominant politics have begun to acknowledge the First Nations as having a legitimate voice in the social and political processes that concern them. This research is one part of the national multi-disciplinary study, Coasts Under Stress: The Impact of Social and Environmental Restructuring on Environmental and Human Health in Canada. In this phase of the larger project, the importance of the educational and community leadership of First Nations women is recognized as they struggle to break cycles of dysfunction that afflict their communities. Increasing enrollment of coastal youth and adults in secondary school and college programs, and in educational programs on reserve over the past decade is one sign of positive change. The main purpose of my study is to explore the role of First Nations women in supporting social and educational opportunities in their villages and in society- at-large. The central research question asks what supports and barriers First iv Nations women encounter as they assume leadership roles within their villages and without. A purposive sample of seven women joined the research conversation, involved because of the formal leadership roles they have assumed, and because of their perceived influence on the general health of their communities and the region. Their responsibilities represent a wide spectrum of educational and community leadership, and counter a prevailing stereotype of First Nations people generally and women particularly. Carefully chosen qualitative research methods were employed to ensure consistency with Kwakwakawakw practices and protocols. Sustained dialogue was used as a way of drawing on the historical and cultural tapestry framing the research question. Given the hermeneutic nature of the study, the individual narratives became the heart of the study and a voice-centred relational data analysis followed. Analysis based on a theory that characterizes human beings as interdependent, historically and culturally contextual and embedded in a complex web of intimate and larger social relations resonates with First Nations ontology and epistemology. The narratives reveal detailed historical and cultural data, providing for enhanced cultural understanding and knowledge-based theory building. In addition to the contextual material, the narratives provide direction for Aboriginal and cross-cultural research protocols as well as an opportunity for the interested reader to “listen and learn” as Joseph Couture propounds. The stereotypes that continue to confine and condemn Aboriginal women are rightfully eroded by the life histories themselves and their illustration of the process of reclamation of Aboriginal identity. Finally, further evidence is offered for Sylvia Maracle’s assertion that Aboriginal women have been leading community development initiatives for the past thirty-five years. Education and health are the primary beneficiaries of their efforts. v TABLE of CONTENTS SUPERVISORY COMMITTEE . ii ABSTRACT . iii TABLE of CONTENTS . v ACKNOWLEDGEMENTS . ix CHAPTER ONE: STRONG WOMEN’S STORIES . 1 Introduction . 1 Crossing the Bridge . 4 Different Worlds . 4 Background to the Study . 7 Purpose and Significance . 8 Local Definitions and Descriptions . 10 Definitions and Semantics . 11 CHAPTER TWO: LITERATURE REVIEW . 15 Historical and Cultural Context . 15 Brief History of the Americas . 18 Historical Context from Aboriginal Women’s Perspectives . 21 Cultural/Spiritual Context . 26 Politics . 30 Research Practices in an Indigenous Context . 36 Theoretical Constructs . 37 The Research Question. 44 Storytelling as Legitimate Research . 45 Semiotics . 49 CHAPTER THREE: METHODOLOGY . 51 aboriginalizing methodologies . 51 Methodological Challenges . 52 The Importance of an Appropriate Research Design . 56 Storytelling and Oral Traditions . 57 Ghostwriting the Stories . 61 Anonymity and Confidentiality . 62 Designing the Study . 63 Components of Research-as-Praxis . 64 Reflexivity . 64 Reciprocity . 65 Validity . 68 Data Analysis . 68 Limitations of the Study . 72 vi A Purposive Sample . 72 Personal Biases . 74 CHAPTER FOUR: ELDER SARAH TELLS HER STORY. 75 Prologue . 75 Into the Narratives . 77 Sarah’s Story: A Personal Narrative . 78 The Early Days . 78 Family . 81 Commentary and Analysis . 93 Educational Leader, Life-long Learner . 93 Aboriginal Attitudes towards Formal Education . 94 Sarah’s Faith . 97 Language . 100 CHAPTER FIVE: KAREN, GAIL & MAGGIE . 103 Karen’s Story . 103 Introduction . 103 First Person Portrait of a Resilient Family Woman . 104 Commentary . 111 The Impact of Federal Residential Schools . 111 Gail’s Story . 113 Introduction . 113 Gail’s Childhood . 114 Adulthood . 116 Commentary . 117 Social Dislocation of a Different Kind . 119 Empowering Self . 121 Maggie’s Story . 122 Introduction . 122 Maggie’s Journey . 122 Unanticipated Barriers . 124 Maggie’s Lineage . 126 Abusa and the Women of the Potlatch . 127 Why the Old Ways Changed . 128 Maggie’s Dreams and Beliefs . 130 Commentary. 131 Restoring the Spirit . 131 CHAPTER SIX: NOREEN, JACKI & COLLEEN. 135 Noreen’s Story . 135 Introduction . 135 The Early Years . ..