Tribal Journeys: An Integrated Voice Approach Towards Transformative Learning by Tania Halber Suarez Master of Science, University of Stirling, 2003 Bachelor of Arts, Simon Fraser University, 1998 A Dissertation Submitted in Partial Fulfilment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Curriculum & Instruction, Faculty of Education Tania Halber Suarez, 2012 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Tribal Journeys: An Integrated Voice Approach Towards Transformative Learning by Tania Halber Suarez Master of Science, University of Stirling, 2003 Bachelor of Arts, Simon Fraser University, 1998 Supervisory Committee Dr. Nancy Turner, School of Environmental Studies Co-Supervisor Dr. Ted Riecken, Department of Curriculum & Instruction Co-Supervisor Dr. Carmen Rodriguez de France, Department of Curriculum & Instruction Departmental Member Dr. Budd Hall, School of Public Administration Outside Member iii Abstract Supervisory Committee Dr. Nancy Turner, School of Environmental Studies Co-Supervisor Dr. Ted Riecken, Department of Curriculum & Instruction Co-Supervisor Dr. Carmen Rodriguez de France, Department of Curriculum & Instruction Departmental Member Dr. Budd Hall, Department of Human & Social Development Outside Member This study examines transformative learning in the context of an annual First Nations journey in traditional cedar dugout canoes tracing ancestral trading routes between Western Washington and British Columbia. Transformative learning is a shift or change in perspective of self, life, and the world. The goal was: to illuminate the role of Indigenous cultures in facilitating transformative learning for Indigenous and non-Indigenous learners; to contribute to the development of transformative learning theory; to provide research that contributes convergent solutions to global issues and the development of interdisciplinary methodology, integrating Western and Indigenous worldviews; and to construct an integrated transformative program for participants to ensure that the results benefit them. To achieve these goals, an Integrated Voice Approach (IVA) was applied, piecing together different techniques, tools, methods, representations and interpretations to construct a multi-faceted reality. The IVA is constructed through the use of five “voices” strengthened by building on each other: Indigenous Voice, Grounded Theory Voice, Auto-ethnographic Voice, Ethno-ecological Voice, and Integrative Voice, harmonizing the previous four voices. Demonstrated here are an integration of interviews, researcher field notes, participation, observations and photographs, revealing that transformative learning in this context is dependent on the cultural landscape, cultural memory iv and somatic and embodied knowing, enacted in a repeating cycle of paddling, circling, dancing, singing, storytelling and drumming. The components of this learning process are measured through mental, emotional, spiritual and physical indicators and draw on traditional ecological knowledge and wisdom. The study develops guiding principles to provide a foundation for future curriculum development for transformative learning. v Table of Contents Supervisory Committee .................................................................................................................. ii Abstract .......................................................................................................................................... iii Table of Contents ............................................................................................................................ v List of Figures .............................................................................................................................. viii Acknowledgments.......................................................................................................................... ix Dedication ....................................................................................................................................... x Preface............................................................................................................................................ xi Chapter 1. Tribal Journeys .............................................................................................................. 1 1.1 Clarification of Terms ........................................................................................................... 7 1.2 Negotiating Research Protocols ............................................................................................ 8 1.3 Canoe Family ...................................................................................................................... 12 1.3.1 History of first contact in the Puget Sound. ................................................................. 14 1.3.2 Cultural background of Puget Sound Indigenous Peoples. .......................................... 21 1.3.3 Puget Sound contemporary Lushootseed. .................................................................... 22 1.3.4 Modern-day Puget Sound Indigenous identity ............................................................ 25 1.4 Background to Tribal Journeys .......................................................................................... 26 1.4.1 Tribal Journeys: An adaptive complex system. ........................................................... 27 1.5 Environmental Setting for Tribal Journeys ........................................................................ 29 1.6 Dissertation Journey............................................................................................................ 33 Chapter 2. Literature Review ........................................................................................................ 35 2.1 Indigenous Perspectives: Transformational Teaching and Learning .................................. 36 2.1.1 Tewa stages of developmental learning. ...................................................................... 40 2.1.2 Inuit holistic lifelong learning model. .......................................................................... 44 2.1.3 Inuit, Navajo, Yakima and Luiseno learning through story, dance and song. ............. 46 2.1.4 Nuu-chah-nulth learning ideology. .............................................................................. 48 2.1.5 Hul’qumi’num familial learning. ................................................................................. 50 2.1.6 Makah teaching and learning principles. ..................................................................... 51 2.2 Occidental Transformative Learning Theories ................................................................... 53 2.2.1 Individual transformative learning. .............................................................................. 54 2.2.2 Socio-Cultural transformative learning. ....................................................................... 58 2.3 Integrated Transformative Learning ................................................................................... 61 Chapter 3. Methods: Data Collection and Analysis ...................................................................... 67 3.1 Interpretive Research .......................................................................................................... 67 3.2 Data Collection Methods .................................................................................................... 68 3.2.1 Interviews. .................................................................................................................... 68 3.2.2 Participant observation and field notes. ....................................................................... 70 3.2.3 Photography. ................................................................................................................ 71 3.3 Data Analysis Method: Integrated Voice Approach ........................................................... 73 3.3.1 Indigenous voice. ......................................................................................................... 79 3.3.2 Grounded theory voice. ................................................................................................ 86 3.3.3 Auto-ethnographic voice. ............................................................................................. 88 3.3.4 Ethno-ecological voice................................................................................................. 94 vi 3.3.5 Integrative voice........................................................................................................... 95 3.4 Conclusion .......................................................................................................................... 96 Chapter 4. Results: Interviewing................................................................................................... 98 4.1 Indigenous Voice ................................................................................................................ 98 4.2 Emergent Themes ............................................................................................................. 101 4.2.1 Protocol singing, dancing, drumming. ....................................................................... 101 4.2.2 Self-reflecting. ..........................................................................................................