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Walking Two Worlds: Integrating Lumbee Indian Values and Practices in Education Item Type text; Electronic Dissertation Authors Lucas, Sandy 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 or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 16:00:59 Link to Item http://hdl.handle.net/10150/193899 WALKING TWO WORLDS: INTEGRATING LUMBEE INDIAN VALUES AND PRACTICES IN EDUCATION by Sandy K. Lucas ____________________ Copyright © Sandy K. Lucas A Dissertation Submitted to the Faculty of the DEPARTMENT OF EDUCATIONAL LEADERSHIP In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 2006 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Sandy K. Lucas entitled Walking Two Worlds: Integrating Lumbee Indian Values and Practices in Education and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Education ______________________________________________________________________ Date: 5-15-2006 Dr. Alberto Arenas _______________________________________________________________________ Date: 5-15-2006 Dr. John Taylor _______________________________________________________________________ Date: 5-15-2006 Dr.MaryJoFox _______________________________________________________________________ Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 5-15-2006 Dissertation Director: Dr. Alberto Arenas 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: ____Sandy K. Lucas_________________ 4 ACKNOWLEDGMENTS My sincere thanks to Dr. Linda Emanuel of North Caroline, for her assistance in helping obtain school district approval for this research project. I am grateful to the research participants, the Lumbee education administrators, who were very receptive and generous with their time and responses. I appreciate the warm southern hospitality they rendered. The patience, guidance, and support of my advisor, Dr. Alberto Arenas made this journey achievable. He models excellence and professionalism in academia and scholarship. I also give sincere thanks to my other committee members, Dr. Mary Jo Fox and Dr. John Taylor. The Writing Skills Center at the University of Arizona deserves recognition for its relentless support in my project and assisting other Native American doctoral students. When looking at the magnitude of this work, others in my path provided various kinds of support and encouragement: Dr. Maria Teresa Velez, Karen Francis-Begay, Dr. Caroline Carlson, Dr. Karen Wynn, Dr. Jennie Joe, Dr. Rob Williams, Dr. Tom Holm, Bruce Barton, Dr. Freda Porter, Iris HeavyRunner, Dr Thomas Peacock, and Dr.Gregory Cajete. I express my sincere love and gratitude my sons, Aaron and Jared, who have carried responsible loads at the home front, maintained A’s in school and are dedicated athletes. They were also my personal graduate assistants. My twin sister and her family entertained and fed my sons when I was at class or doing research--a sincere thanks to them. Also, like family, I appreciate my dear friend Lori Johnson and her husband, children, and her parents for being there for me through this long journey. Dr. Kendra Gaines, Karoleen Wilsey, and J'Amy Pursley helped with creative ideas and editing, I thank them. Finally, I am grateful to my parents for the values they instilled in me, their love for their children, their emphasis on education, and the importance they placed on our Indian heritage. 5 DEDICATION To my grandmother, Edith Stewart, a Lumbee elder, who passed away at age 94, before seeing this research completed. Her comforting words, “You can do it,” still echo. Her love, wisdom, and faith in my aspirations are ever present. She would remind me that I had to finish this work, so the family could have their first doctor. Actually, she was the first doctor in the family; she administered her Indian medicine and remedies when her family members and others needed medical care. Her medicine helped the body and soul. Grandmother never attended school; however, she assisted my parents by making sure my six siblings and I attended school daily. Grandmother would personally escort us to school, walking two miles one-way, on a daily basis—rain, sleet, snow, or sunshine. My grandmother, the spiritual leader in my family, was self-taught and an avid reader. Her reading favorites were current events and the old family Bible, where she had important dates and events recorded. 6 TABLE OF CONTENTS LIST OF FIGURES .............................................................................................................9 LIST OF TABLES.............................................................................................................10 ABSTRACT.......................................................................................................................11 CHAPTER 1 INTRODUCTION .....................................................................................13 Statement of Problem.............................................................................................16 Historical Background of Indian Education in the United States..........................19 Research Questions................................................................................................29 Significance of Study.............................................................................................29 Definitions of Key Terms ......................................................................................31 Summary of Chapters ............................................................................................32 CHAPTER 2 AN HISTORICAL PERSPECTIVE OF THE LUMBEE TRIBE AND LUMBEE EDUCATION............................................................................................35 Introduction to the Lumbee Tribe..........................................................................35 Origin of the Lumbee Tribe .......................................................................37 Not a Reservation Tribe.............................................................................39 The Lumbees’ Relationship with North Carolina and the Rest of the Country ..................................................................................................41 Henry Berry Lowrie: A Lumbee Hero......................................................44 The Lumbees After the Civil War .............................................................45 Lumbee: Tribal Name Made Official ........................................................46 Modern Heroes and Celebrations...............................................................47 Lumbee Language: Lumbee English ........................................................49 History of Lumbee Education................................................................................52 Old Main: The Lumbees’ Fight for Their Landmark................................57 University of North Carolina at Pembroke (UNCP) Today......................58 Some Notes on Lumbee Education...........................................................60 CHAPTER 3 A FRAMEWORK FOR INDIGENOUS EDUCATION...........................65 A Perspective of Indigenous Education.................................................................66 Characteristics of Indigenous Education and Developmental Learning................69 Exemplars of Indigenous Education ......................................................................73 The Good Path ...........................................................................................73 Indian Community School of Milwaukee Model (ICSM).........................75 The Mohawk Education Project.................................................................76 Integrating Indigenous Values and Culture in Education......................................79 7 TABLE OF CONTENTS - Continued A Comparison of Indian Education Models ..........................................................81 CHAPTER 4 METHODOLOGY ......................................................................................91 Rationale for the Methodology ..............................................................................91 Why Use Phenomenology?....................................................................................93 Why Use Narrative Research?...............................................................................95