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Exploring Kiki-Inoomgugaewin: Anishnaabeg Youth Multilingualism & Technology~ a Participatory Narrative Inquiry

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Exploring Kiki-Inoomgugaewin: Anishnaabeg Youth Multilingualism & Technology~ a Participatory Narrative Inquiry EXPLORING KIKI-INOOMGUGAEWIN: ANISHNAABEG YOUTH MULTILINGUALISM & TECHNOLOGY~ A PARTICIPATORY NARRATIVE INQUIRY A Thesis Submitted to the Committee on Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Faculty of Arts and Science TRENT UNIVERSITY Nogojiwanong (Peterborough), Ontario, Canada © Copyright by Samantha Holly Cunningham, 2019 Sustainability Studies M.A. Graduate Program May 2019 ii Abstract Exploring Kiki-inoomgugaewin: Anishnaabeg Youth Multilingualism & Technology~ A Participatory Narrative Inquiry Samantha Holly Cunningham This case study contributes to scholarship surrounding the national conversation on Indigenous language sustainability in North America. Much of this scholarship provides insight on structuring language programs and policies for youth, leaving a tremendous research gap regarding sociolinguistic and cultural research with youth. Youth appear disinterested or otherwise set apart in current research from the development of policies and curriculum concerned with heritage languages. Upon closer inspection; however, youth are engaged and using innovative and different tools than previous generations. This exploration is a foundational case study which builds upon research highlighting the nature of Indigenous language loss in the south1 as a time sensitive phenomenon as the application of cognitive imperialism and colonial tactics within mainstream schools continue to conceal a large scale cultural and linguistic genocide in Canada. Although Indigenous language loss may seem of concern to only small groups of linguists and dialectic communities, it should in fact concern anyone who cares about reconciliation or closing the tremendous gap in accessing equitable education. The preservation of Indigenous languages and knowledge systems should also be of interest to those parties who seek to comprehensively understand the Natural World and whom have a vested interest in the survival of the planet and protection of the enviroment. Because of 1 This is not to say that Indigenous languages in the Northern Canada have not been affected; however, research and census data has shown that northern language health is in better shape than southern dialects. Vitality, fluency and usage of Indigenous language dialects especially in Canada’s more geographically isolated Northern regions is significant. (Coronel-Molina & McCarty) iii these realities, the viewpoints and experiences of all concerned parties are essential. It follows then, that the youth perspective is significant. To address this gap, participatory narrative inquiry was used as a theoretical framework to conduct a foundational case study in which detailed consideration was given to exploring the lived narratives of three Anishnaabeg participants to establish the value of Indigenous youth voice in alternative forms of sociolinguistic and culturally sustainable language learning in the 21st century, and, to strengthen the argument that more research is needed in the field of first-person youth studies. The results of this case study will be useful, specifically, to localized communities of Anishnaabe youth with and for whom much of the research was conducted, and, more generally to youth resistance work focused on media and technology in globalized and contemporary language and cultural ecologies. Research outcomes indicated potential directions for future research in different contexts and localities by presenting commonalities within the fields of social and political engagement and their connection to language and new media in youth populations. It is hoped that this initial material pinpointing a research gap in Indigenous youth language studies will be used to investigate future research in this field. Keywords: youth studies, youth resistance, Anishnaabe, sociolinguistics, identity, decolonization, ally-ship, technology Anishnaabemowin, Indigenous language, sustainability iv N’miigwechwiwaag/Acknowledgements I would like to begin by acknowledging that the land on which Trent University sits, Nogojiwanong, is the traditional territory of the Michi Saagiig Anishnaabeg. This territory is also covered by the Williams Treaties (1923). Chi-miigwetch to the Anishnaabeg for the opportunity to reside in this territory and to the Anishnaabe youth, educators and professionals who shared their insights and knowledge(s) with me through their participation in this study. It seems surreal to finally be writing the acknowledgements of this Masters’ work after a long journey to get to this point. It really takes a village, and, if not for a host of people and resources, this thesis would never have been realized. First and foremost, I extend my gratitude to my thesis supervisor, Dr. Paula Sherman, Director, Indigenous Studies Ph.D. program at Trent University. She consistently allowed this project to be my original work but would steer me in the right direction whenever she thought I needed it or I had a question about my research or protocol. I am appreciative of all of her support. I would also like to acknowledge my gratitude to committee member and second reader of this thesis, Professor David Newhouse, Chair of the Department of Indigenous Studies and Associate Professor, School of Business at Trent University. I am grateful for his experience and valuable suggestions on this thesis. To the other experts at Trent University who were involved in the development and creation of this thesis I say thank you. Associate Professor, Michele Lacombe, who provided support with my updated ethics proposal, as well as suggesting pertinent resources to consider. A thank you must also be extended to both Todd Barr and John Marris formerly of the Trent Community Research Centre (TCRC) for all their support. Within my broader community, to Charlene Greene and the women of the Nawewin Anishnaabemowin Feasibility Study I am forever indebted to you all for the myriad of opportunities you afforded me by allowing me to work with you as your student researcher. To the communities of Alderville First Nation, Curve Lake First Nation, Six Nations of the Grand River, and the urban Anishnaabeg population in the city of Peterborough who graciously shared and taught me valuable things that aided and changed me throughout this journey. To my coworkers at Anishnaabe Kwewag Gamig, Inc. Alderville Women’s Shelter for their unwavering support, pep talks and flexibility in accommodating my seemingly never-ending academic journey. v To my amazing participants who graciously allowed me to pick their brains and share their valuable insights with a broad audience. Hopefully this is just the beginning of what is going to be a lifelong and eventful journey into youth resistance work and policy innovation. I am forever in your debt. To my family: my supportive parents who taught me the value of questioning the status quo and who passed on the understanding that people are made up of their stories. My brother, Spencer, for the moral support and for a place to crash. Chi-miigwetch and thank you to my in-law family for all their kindness and support in this journey. Thank you to my best friend, Katie, who steadfastly was there in the trenches with me. Finally, I must express my very profound gratitude to my fiancé, Kristofer, for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. Kris—I could not have accomplished this milestone without you. You have been there every step of the way and I cannot even express how fortunate I feel for that. Miigwetch for keeping me caffeinated and above water. I love you for that, and for everything else. vi TABLE OF CONTENTS Abstract...………………………………………………………………………………...ii N’miigwechwiwaag/Acknowledgements...………………………………………….…..iv Table of Contents………………………………………………………………………..vi Glossary and Abbreviations ……………………………………………………………ix Foreword: Exploring Kikiinoomgugaewin……………………………………………..x Chapter 1: Aanii: Opening Words…..………………………………………………......1 Introduction to The Research Problem……………………………………………………1 Positionality Statement...……………………………………………………………….....8 Research Design: Researcher Language Background…………………………………...16 Research Design: Anishnaabeg Language Identity Development……………………….20 Research Design: Methodology and Methods…………………………………………...22 Situating The Research: Findings, Context and Limitations…………………………….24 Research Ethics…………………………………………………………………………..28 Conclusion……………………………………………………………………………….31 Chapter 2: Review of Indigenous Language Scholarship in Canada………...……...33 Preface……………………………………………………………………………………33 Introduction: The Study and Science Of Language In Academia……………………….34 Preliminary Observation of Language Beginnings and Connection to Place……………39 Indigeneity and Engagement: The Meaning Behind Pre-Colonial Indigenous Knowledge(s) & Place-Based Consciousness…………………………………………...44 A Contemporary Shift in Linguistic Research…………………………………………...52 Nishnaabemowin- The “Voice” of the Anishnaabeg…………………………………….56 Post-Contact Emerging Educational Policies: Kahkewaquonaby (Sacred Feathers/Peter Jones) & Zhingwaakoons (Little Pines/John Sunday)…………………………………...62 Broken Promises and the Indian Residential School Era………………………………...70 Developing an Indigenous Literary Tradition (1960-Present)…………………………...75 Contemporary Language Policy Development and Funding………………………….…80 The Royal Commission on Aboriginal People (1996)…………………………………...80 The Truth and Reconciliation Commission: Language and Cultural
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