Indians and immigrants: Survivance stories of literacies

This item is not available from ProQuest Dissertations & Theses. This project stems from my mixedblood heritage and from a community of mixedblood scholars. In this text, I relate stories of the early colonization of Southern New England, of the zones of contact between whites (primarily English) and Indians (primarily Massachusett or Wampanoag). I offer perspectives on competing views of literacy and explored texts translated from Massachusett Algonquin to see how Indians used writing to enact rhetorics of survivance which challenged the prevailing assumptions of the dominant culture. Within these texts we see how Indians continued to define themselves in the Metis spaces of colonization and missionary attempts to change them. Moreover, I extended my discussion to look at other missionary efforts in the eighteen century. I read letters in English which also uncover ways in which Indians described themselves and the events brought upon them. From there, my focus turns to the newly-formed United States government which was determined to solve the Indian problem, and invested in a program of cultural genocide, or a David Wallace Adams calls it education for extinction. During the nineteenth and twentieth centuries, the off-reservation federal boarding school system was developed, English-only became the strictly-enforced policy, and vocational education programs were designed to remake the Indian into an industrious and useful citizen who would assimilate into white culture---everyone would all be part of the same homogenous pot. However, notions of racial superiority ensured the Indians would find themselves being educated in the ways of the whiteman, but unable, for the most part, to participate fully in the whiteman\u27s world. They were trained for trades and domestic work, and not expected to achieve much beyond those vocations. Thousands of children were taken from their homes and languages, rituals, and beliefs from their cultures were stripped from them. Yet, in the writing produced by these Indians, we find evidence of rhetorical sovereignty as they used their writing to maintain their Indian selves and enact rhetorics of survivance. These writings tell a different story from the grand narratives, and they also help us to learn how to read texts differently so that we may recover the stories in them. We find political, historical and social stories among them, and gain knowledge of how people negotiate the particular borders of these Metis spaces. In my pedagogy, I use some of the Indian texts I have explored in my classes and listen to the student voices joining in these stories and finding their own rhetorical sovereignty. I lay out my approaches for working with students, and use examples of their writings and dialogues to reveal their negotiations in academic spaces and how these negotiations are evidence of survivance rhetoric. I also critique current practices in institution as I work toward pedagogical sovereignty

Here Live the Stories: Working the Land through Indigenous Knowledge

Chartered in 1656, Bridgewater is rich in colonial history, but lesser known are the complexities of long-standing Native American history and presence here. This grant is helping to create an Indigenous garden at the BSU community gardens land. The project involves the construction of a wetu, a traditional native dwelling, and the preparation, planting and tending of a “three-sisters” and medicinal garden. The garden and the wetu are being constructed by local Native participants. Additionally, local Native peoples will be instructed in the ways of their ancestors. This Indigenous garden is a reflection of the university’s mission and strategic plan, emphasizing diversity and inclusion and most especially, the use of our resources to support and advance culture in the region. Students and community members will be able to observe the site on a regular basis and to learn from the perspective of Native peoples about the purpose of the traditional aspects of the gardens, and the construction and maintenance of the wetu. Students can do coursework related to the construction and gardening. Traditional plants, tools, and vessels and their uses will be demonstrated and discussed. There will be onsite activities, ceremonies, and performances (drumming, meals, etc.) at which the public and the BSU community can take part in these social and learning experiences. This project will also contribute to my own research on rhetorical Indigenous bodies which I hope to pursue in presentations and publications

[Review of Floral Journey: Native North American Beadwork by Lois S. Dubin]

Review of: Floral Journey: Native North American Beadwork by Lois S. Dubi

A Multidisciplinary Lens

Bridgewater is Native Space Joyce Rain Anderson According to Janice Gould, every university in the country must acknowledge it has been built on what were once Native lands. Thus, as universities develop Indigenous courses, programming, and partnerships, we must consult with Native peoples and particular attention should be given to local peoples, texts, and makings all to bring awareness of Indigenous knowledge. Makings are significant for understanding Native rhetorical traditions because they provoke, create, and prompt stories that tell us who we are in relation to one another . . . instructing us about our responsibilities to each other, and to the land (Powell). My presentation demonstrates how in my Native studies courses, scholarship, university programming, and partnerships, I have been careful to honor relationships and work with Native peoples to re-situating themselves in institutions built upon their lands. Stone Structures of the Eastern Seaboard: A Preliminary Overview Curtiss Hoffman Scattered through the woods and fields of the eastern seaboard of the US and Canada are large numbers of enigmatic stone constructions which have been the subject of controversy among archaeologists and antiquarians for many years. Recent evidence suggests that many of these may have been constructed for ritual purposes by Native Americans. This study presents preliminary evidence of over 3,000 of these structures obtained during and after my sabbatical semester in the Fall of 2012, and provides some initial impressions of their distribution and possible functions. A tour of the local site will follow the presentation

Survivance, sovereignty, and story: teaching American Indian rhetorics

Includes bibliographical references and index.Focusing on the importance of discussions of sovereignty and of the diversity of American Indian communities, Survivance, Sovereignty, and Story offers a variety of ways to teach and write about Indigenous North American rhetorics. These essays introduce Indigenous rhetorics as they frame both how and why they would be taught in an American university writing classroom.--Provided by publisher.Waking in the dark / Janice Gould -- Foreword: Alliances and community building: teaching Indigenous rhetorics and rhetorical practices / Resa Crane Bizzaro -- Introduction: Careful with the stories we tell: naming "survivance," "sovereignty," and "story" -- Sovereignty, rhetorical sovereignty, and representation: keywords for teaching Indigenous texts / Lisa King -- Socioacupuncture pedagogy: troubling containment and erasure of indigeneity in the composition classroom / Sundy Wantanabe -- Decolonial skillshare: Indigenous rhetorics as radical practice / Qwo-li Driskill -- Performing Nahua rhetorics for civic engagement / Gabriela Raquel Røos -- Un-learning the "pictures in our heads": teaching the Cherokee Phoenix, Boudinot, and Cherokee history / Rose Gubele -- Heartspeak from the spirit: songs of John Trudell, Keith Secola, and Robbie Robertson / Kimberli Lee -- Making Native space for graduate students: a story of collective Indigenous rhetorical practice / Andrea Riley-Mukavetz and Malea D. Powell -- Remapping colonial territories: bringing local Native knowledge into the classroom / Joyce Rain Anderson -- Rhetorical sovereignty in written poetry: survivance through code switching and translation in Laura Tohe's Tsøyi'/Deep in the rock: reflections on Canyon de Chelly / Jessica Safran Hoover -- Toward a decolonial digital and visual American Indian rhetorics pedagogy / Angela Haas -- Holy wind / Janice Gould -- The story that follows: an epilogue in three parts / Lisa King, Rose Gubele, and Joyce Rain Anderson