Global ETD Search

1	Intergenerational trauma and stories of healing through Jesus Mohammed, Dionne A. 29 April 2021 (has links) Through a storytelling/yarning methodology (Bessarab & Ng'andu, 2010) and experience centered narrative research (Patterson, 2008), three Indigenous followers of Jesus and original inhabitants of the lands currently known as Canada, shared their stories of healing. The storytelling/ yarning method (Bessarab & Ng'andu, 2010) is rooted in Indigenous ways of knowing and fit seamlessly with the participants diverse Indigenous backgrounds and shared oral traditions. Through the experience centered research model, each participant engaged in meaning making of their personal narratives, reconstructed and presented their stories as their human lived experience, and finally, revealed their metamorphosis (Patterson, 2008) and contributions to Indigenous knowledges. The experience centered research framework utilized for knowledge gathering worked concertedly with the storytelling/yarning methodology as the healing stories presented here evolved not as stories of defeat, but of strength (Bessarab & Ng'andu, 2010). Some key teachings and themes arising from their stories include trauma, forgiveness, resilience, family, healing, and hope. This study aims to reveal Indigenous stories of healing and cease the perpetuation of harm to Indigenous peoples who have declared Jesus as their source of healing. Furthermore, this study aims to situate the knowledges gathered through these healing stories within the academic body of Indigenous knowledges. / Graduate intergenerational trauma Indigenous Indigenous healing healing stories healing narratives Jesus trauma intergenerational Indigenous stories
2	Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education Rosas Blanch, Faye, faye.blanch@flinders.edu.au January 2009 (has links) Abstract This thesis acknowledges the social and cultural importance of education and the role the institution plays in the construction of knowledge in this case of young Nunga males. It also recognizes that education is a contested field. I have disrupted constructions of knowledge about young Nunga males in mainstream education by mapping and rapping - or mappin and rappin Aboriginal English - the theories of race, masculinity, performance, cultural capital, body and desire and space and place through the use of Nunga time-space pathways. Through disruption I have shown how the theories of race and masculinity underpin ways in which Blackness and Indignity are played out within the racialisation of education and how the process of racialisation informs young Nunga males experiences of schooling. The cultural capital that young Nunga males bring to the classroom and schooling environment must be acknowledged to enable performance of agency in contested time, space and knowledge paradigms. Agency privileges their understanding and desire for change and encourages them to apply strategies that contribute to their own journeys home through time-space pathways that are (at least in part) of their own choosing. Nunga males rap and hip hop Indigenous schooling racialisation agency space knowledge time-space pathways masculinity performance identity relationship blackness Aboriginal English Indigenous stories discourse public and hidden manuscripts empowerment critical thinking critical race theory talkin circle

Search results

Intergenerational trauma and stories of healing through Jesus

Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education