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Exploring My Memoir As a Centering Place Movement Toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony

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Exploring My Memoir As a Centering Place Movement Toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony Item Type text; Electronic Dissertation Authors Graves, Victoria Marie Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 25/09/2021 21:53:39 Link to Item http://hdl.handle.net/10150/632999 EXPLORING MY MEMOIR AS A CENTERING PLACE MOVEMENT TOWARD THE NATURE OF INDIGENOUS EDUCATION: DREAM, VISION, SPIRIT AND CEREMONY by Victoria M Graves ____________________________________ Copyright © Victoria M Graves 2019 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING, AND SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN LANGUAGE, READING AND CULTURE In the Graduate College THE UNIVERSITY OF ARIZONA 2019 2 TI-IE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Connnittee, we certify that we have read the dissertation prepared by VictoriaGraves, titled Exploring1'zy Memoir As A CenteringPlace Movement Toward The Nature ofIndigenous Education: Dream, Vision,Spirit And Ceremony and recormrend that itbe accepted as fu]fi.lJing the dissertation requirement for the Degree of Doctor of Philosophy. Date: (April25, 2018) Date: (April 25, 2018) Pate: (April 25, 2018) · Date: (April 25, 2018) Dr. ValerieShirley Final approval and acceptance of t:bi<; dissertation is contingent upon the candidate's submissbn of the final copies of the dissertation tothe Graduate College. I hereby certify that I have read t:bi<; dissertation preparedunder my direction and recomrrend that it be accepted as fulfilling the dissertation requirement Date: (Apri/25,2018) Disserta"?}(��Cw--�e� ryCm/ bs Date: (April 25, 2018) Dis 3 ACKNOWLEDGEMENTS PERSONAL I wish to express my sincere appreciation to my committee members. Mary Carol Combs, Gregory A. Cajete, Sara Tolbert and Valerie Shirley - your outstanding professionalism and supportive guidance individually and collectively was the best that I could have asked for, thank you. My cousin, Mary Louise Eaves Wynne, I have said this many a time, I would not have made it without your elder wisdom and editing, thank you. My sister, Jo Louise Graves, who never doubted our teamwork together in building one of the most important outdoor teaching and learning sites, Dogá Camp Environmental Nature Center (DCENC) in Fairfax, Oklahoma. We did the physical ground work, sledge hammer, Osage Corner Post and all, thank you. I wish to convey my gratitude to Kathryn Red Corn, Andrea Hunter, Eddy Red Eagle, Jr., and former Osage Nation Principal Chief James Roan Gray, Osage Nation, Pawhuska, Oklahoma, for your mentoring efforts during the pinnacle of my DCENC tenure, thank you. Also, during that critical time Missouri western scholars Clara Núñez-Regueiro, Karen McCoy, Patti J. Wright, Jay Rounds, E. Louis Lankford, J. Frederick Fausz, John E. Kelly and Randall Calvert welcomed me into their academic circle to become engaged in appreciating the value and respect between two worldviews will never be forgotten, your unyielding support and guidance was unconditional, thank you. Prior to receiving my masters’ degree from The University of Missouri – St. Louis, Missouri, I received dual undergraduate degrees from The University of New Mexico, Albuquerque, New Mexico. I am truly appreciative of the support provided me by then Director of Native American Studies, Lee Francis and current Director, Gregory A. Cajete. Each of their unique areas of expertise has enabled me to find an Indigenous teaching and learning path that has empowered me to express my greatest intentions of who I am with respect to my homeland, thank you. My mentors along the way, Kathleen Manygoats, Angelina Medina and Delia Halona of Albuquerque, New Mexico along with Perrie Barnes and Sally Newland, Amerind Foundation, Dragoon, Arizona; your kindness, wisdom and genuine support on the Medicine Wheel of life, thank you. 4 At the University of Arizona, American Indian Studies Master’s Program, I received the unwavering support and professional guidance from Susan Lobo, K. Tsianina Lomawaima, Mary Jo Fox and Benedict Colombi, thank you. INSTITUTIONAL I am forever grateful to the Osage Nation Education Program. They have provided higher education scholarship awards during my doctoral studies. Also, my studies at The University of Arizona would not have been completed without the tuition assistance awarded by U of A scholarship contributors, and The Department of Teaching, Learning and Sociocultural Studies, College of Education, thank you. My highest regards to the following institutions: The University of Arizona, American Indian Studies and Teaching and Learning Sociocultural Studies for providing educational opportunities and experiences that have helped me reinforce my longtime career goals through internships, formal and informal teaching and learning opportunities with the Pawnee Nation College and Pawnee Nation Cultural Center, Pawnee, Oklahoma, Osage Nation Museum, Osage Nation, Pawhuska, Oklahoma, Amerind Foundation, Dragoon, Arizona, Cooper Center for Environmental Learning, Tucson, Arizona and Steam Pump Ranch, Oro Valley, Arizona. Thank you. 5 DEDICATION To all of the circle of supporters who smiled gently on my life’s work. It is just the beginning. I remain teachable. Mitakuye Oyasin – All My Relations 6 TABLE OF CONTENTS LIST OF TABLES .................................................................................................... 8 LIST OF FIGURES .................................................................................................. 9 ABSTRACT ............................................................................................................... 10 INTRODUCTION TO THE STUDY ........................................................................ 12 Historical ................................................................................................................... 15 Tribal.......................................................................................................................... 21 Familial ...................................................................................................................... 22 Personal ..................................................................................................................... 24 Spiritual...................................................................................................................... 28 Educational ................................................................................................................ 30 CHAPTER 1: NATURE AND PURPOSE OF AN INDIGENOUS MEMOIR STUDY ...................................................................................................................... 32 Introduction ............................................................................................................... 32 Contextual Narrative Centered on Indigenous Education ........................................ 40 Look to the Mountain: Overview ............................................................................. 42 Purpose of the Study ................................................................................................. 50 Organization of the Dissertation .............................................................................. 50 CHAPTER 2: LITERATURE REVIEW WITH THEORETICAL FRAMEWORK.......................................................................................................... 54 Introduction ................................................................................................................ 54 Spring ......................................................................................................................... 55 Decolonizing Methodology ........................................................................................ 57 Summer ...................................................................................................................... 57 The Osage Worldview ................................................................................................ 57 The Pawnee/Lakota Worldview ................................................................................ 59 Fall ............................................................................................................................. 59 Memoir and Autoethnography and Related Perspectives .......................................... 59 Terminology ............................................................................................................... 62 Winter ........................................................................................................................ 64 Western Scholarship .................................................................................................. 64 Indigenous Scholarship .............................................................................................. 67 Cross-Cultural Exchanges: Intersections in Western and Indigenous Science Research ....................................................................................................... 68 Terminology ..............................................................................................................
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