Thesis (M.F.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed Jan. 12, 2010). Advisor: Charles Richie. Keywords: Michael Chekhov, Stanislavski, Three Sisters, Urinetown, The Diviners. Includes bibliographical references (p. 91).

Thesis (Ph. D.)--York University, 2001. Graduate Programme in History. / Typescript. Includes bibliographical references (leaves 347-366). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66367.

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Thie thesis discusses forty paintings completed during the period of study from October of 1974 and presented at the Art and Architecture Gallery, May 26, 1976-June 11, 1976.

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Laura Ingalls Wilder's eight-novel Little House series, published between 1932 and 1943, is among the most acclaimed and controversial examples of modern children's literature. The narrative tells the true story of Wilder's pioneer childhood in the 1870s and 80s, including her family's encounters with American Indians. Recently some scholars have argued that Wilder's depiction of American Indians is derogatory, but examining Wilder's literary devices and contextualizing the story in the eras in which it occurred and was written about reveals a more complex portrayal of Native themes. Biographical information about Wilder suggests that she deliberately crafted her story as she recorded it; such changes afforded opportunities to emphasize her political values and critique mythology associated with America's frontier era. Analyzing the narrative in the context of frontier Kansas, and more specifically as women's frontier literature, reveals the literary uniqueness of the Little House story and highlights fallacies inherent in the premise of Manifest Destiny. As Wilder recorded her memories with the help of her well-known libertarian daughter, Rose Wilder Lane, during the Depression they often emphasized their anti-New Deal politics and cautioned readers about the dangers of buying into "big government" policies. The Little House story also reflects trends of the Golden Age of children's literature which demonstrated respect for children by removing didactic lessons from the literature; thus the Little House texts present the controversial subject of America's frontier history in a manner that allows children to draw their own conclusions about it. Finally, two television versions of the Little House story present didactic, positive lessons about American Indians on the frontier, but diminish the possibility for multiple interpretations of the events inherent in Wilder's original story. In a non-fiction article in The Missouri Ruralist in 1920, Wilder reminded her neighbors that home is "the best place for teaching many things, first and most important of which is how to think for one's self." Wilder's texts offer opportunities for discussing the complex topics associated with frontier history and encourage young readers to think critically about Native issues in the texts--opportunities seldom found in mainstream American storybooks and curriculum.

This dissertation includes a contextual analysis of two female Diné poets who use storytelling and writing and includes a chapter on the pedagogical implications of Native American student storytelling and writing. I first examine poetry written by two Diné women, Luci Tapahonso and Laura Tohe to understand the ways these poets, particularly the poetry, reclaim and revive Diné literacies and rhetorics. My analyses are informed by the historical and cultural contexts that shaped Diné philosophy, particularly, the philosophy that informs and is shaped by the practice of Diné literacies and rhetorics. I draw from mythical, historical, and contemporary Diné, Native American, and other minoritized scholars for lenses of analysis to show how these poets define and reclaim the female Diné voice and identity. Colonial and neocolonial changes in Diné lifeways and traditions and the encounters between Diné and other groups and the imposition of the English language (written literacy) are pertinent to these contextual analyses and pedagogical implications.

This thesis is a collection of original poems written during my time at GSU in the Master of Arts program.

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 11, 2009). Includes bibliographical references (p. 51-52).