Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2618. Adviser: Frederick E. Hoxie. Includes bibliographical references (leaves 248-278) Available on microfilm from Pro Quest Information and Learning.

Diss. Univ. Jena, 2007.

Linda Hogan é uma autora Chickasaw cuja extensa obra inclui romances, contos, poesia, drama e ensaios. Da mesma forma, ela é uma ambientalista cujo ativismo se baseia em uma compreensão Nativo-Americano da natureza e das relações entre os seres humanos e não-humanos. Focando em dois de seus romances, Solar Storms (1995) e Power (1998), a presente dissertação explora os processos de cura de suas protagonistas, Angela e Omishto, respectivamente. Em ambos romances, as personagens se engajam em um movimento de abandono do modo de ser Euro-americano – um modo de ser fortemente orientado pela ideologia do Destino Manifesto –, em direção a um reencontro com sua ancestralidade nativa e a uma apreensão tribal da vida e do mundo. Especificamente, esse trabalho explora o gradual engajamento das personagens no que a autora Laguna Paula Gunn Allen (1992) define como um senso de tempo cerimonial – a ceremonial time sense: uma experiência temporal particular que engendra uma integração psíquica, e se opõe à experiência cronológica e mecânica do tempo, a qual produz fragmentação no sentido de fortalecer a sensação de separação entre tempo e espaço, pessoa e lugar, natureza e cultura. Esse trabalho analisa como o movimento das personagens em direção a um rico autorreconhecimento enquanto indígenas (OWENS, 1994) representa um movimento de abertura aos fluxos do mundo, bem como um processo de dissolução de categorias fortemente enraizadas, tais quais sujeito e objeto, eu interno e mundo externo. Além disso, a presente dissertação examina de que forma um senso de tempo cerimonial se conecta à noção de sacred hoop (Plains tribes) – uma unidade abrangente que abarca a existência como um todo, e na qual todos os movimentos estão conectados e se relacionam entre si. / Linda Hogan is a Chickasaw author whose extensive work includes novels, short stories, plays, poetry, and essays. She is also an environmentalist whose activism is built upon a Native understanding of nature and the relations between human and nonhuman beings. This thesis focuses on two of her novels, Solar Storms (1995) and Power (1998), and explores the healing processes of their protagonists, Angela and Omishto, respectively. In both novels, the characters engage in a movement of abandoning a mainstream American way of being – a way of being highly informed by the ideology of Manifest Destiny – toward a reconnection with their Native ancestry and a tribal apprehension of life and the world. Specifically, this work explores the characters’ gradual engagement in what Laguna author Paula Gunn Allen (1992) defines as a ceremonial time sense, a particular experience of time that engenders a psychic integration, as opposed to a mechanical, clock-based time sense, which generates fragmentation and enhances a separation between time and space, person and place, nature and culture. This work explores how the characters’ movement toward a rich self-recognition as Indians (OWENS, 1994) represents a movement of opening to the motions of the lifeworld, as well as the dissolution of deep-rooted categories such as subject and object, internal self and external world. Furthermore, this thesis examines how a ceremonial time sense is connected to the Plains tribes’ conception of a sacred hoop – an all-encompassing unity that contains the whole of existence, and in which all movement is related to all other movement.

abstract: Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes testing program taking public schools in the right direction. Did the students perceive the program having an impact on retention, drop outs, or graduation requirements? What were the perceptions of Navajo students in Navajo reservation schools as to the impact of high-stakes testing on their emotional, physical, social, and academic well-being? The specific tests examined were the New Mexico High School Competency Exam (NMHSCE) and the New Mexico Standard Based Assessment (SBA/ High School Graduation Assessment) on Native American students. Based on interviews published by the Daily Times of Farmington, New Mexico, our local newspaper, some of the students reported that the testing program was not taking schools in the right direction, that the test was used improperly, and that the one-time test scores were not an accurate assessment of students learning. In addition, they were cited on negative and positive effects on the curriculum, teaching and learning, and student and teacher motivation. Based on the survey results, the students' positive and negative concerns and praises of high-stakes testing were categorized into themes. The positive effects cited included the fact that the testing held students, educators, and parents accountable for their actions. The students were not opposed to accountability, but rather, opposed to the manner in which it was currently implemented. Several implications of these findings were examined: (a) requirements to pass the New Mexico High School Competency Exam; (b) what high stakes testing meant for the emotional well-being of the students; (c) the impact of sanctions under New Mexico's high-stakes testing proficiency; and (d) the effects of high-stakes tests on students' perceptions, experiences and attitudes. Student voices are not commonly heard in meetings and discussions about K-12 education policy. Yet, the adults who control policy could learn much from listening to what students have to say about their experiences. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

ix, 226 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation argues that American women writers have revised sacred texts to challenge patriarchy, racism, and colonialism and rewritten American history to reveal how biblical scripture has been implicated in these processes. I focus on the literary strategies of Toni Morrison, Leslie Marmon Silko, and Lucille Clifton to rewrite sacred texts and create myths for a new society. In different ways, these writers redefine Christianity, often by countering the erasures of women in biblical scripture, recovering suppressed texts such as those from the gnostic tradition, and creating new sacred texts. Chapter I traces the history of feminist scriptural revision from the early feminist movement to its resurgence in the late-twentieth century. In this period, a number of authors rewrote religious scripture from a pre-Christian tradition; Elaine Pagels' The Gnostic Gospels played a critical role in the attention given to scripture suppressed by Christianity and the potential it holds for writers interested in recovering alternative epistemologies. Chapter II focuses on Morrison's Beloved and Jazz , which are concerned with the way biblical theology is proliferated through apocalyptic narrative strategies and omniscient narration. This chapter investigates the shift Morrison makes between biblical and gnostic concerns in the first two books of her trilogy. Chapter III analyzes the final book in Morrison's trilogy, Paradise , and compares it to Silko's Gardens in the Dunes . Here, Morrison relies on gnostic sources to scrutinize the effects of biblical notions of utopia on literature and its implications for social relations. Gardens uses the same sources but puts them to different uses, subverting their authority in a rewriting that supports Native survival through a program of cultural syncretism. Chapter IV examines the poetry of Lucille Clifton, who, although initially revising Christianity through her refiguring of the Lucifer character, rejects that tradition following the events of 9/11. Clifton's work in Mercy marks a juncture in women's revisions of sacred texts in its departure from Christianity and its introduction of a new sacred text and moral code not predicated upon hierarchy. In conclusion, I consider how these writers extend feminist and anti-racist traditions of scriptural revision explored in the introduction. / Adviser: Shari Huhndorf

vii, 122 p. : ill. / High school student activism at Chemawa Indian School, a Native American boarding school in Oregon, transformed the curriculum, policies, and student life at Chemawa. Historians have neglected post-WWII boarding school stories, yet both the historical continuities and changes in boarding school life are significant. Using the student newspaper, the <italic>Chemawa American,</italic> I argue that during the 1960s, Chemawa continued to encourage Christianity, relegate heritage to safety zones, and rely on student labor to sustain the school. In the 1970s, Chemawa students, in part influenced by the Indian Student Bill of Rights, brought self-determination to Chemawa. Students organized clubs exploring Navajo, Alaskan, and Northwest Indian cultures and heritages. They were empowered to change rules such as the dress code provision dictating the length of hair. When the federal government threatened to close Chemawa many students fought to keep their school open even in the face of rapidly declining enrollment rates. / Committee in charge: Dr. Ellen Herman, Chairperson; Dr. Jeffery Ostler, Member; Dr. Brian Klopotek, Member

Linda Hogan é uma autora Chickasaw cuja extensa obra inclui romances, contos, poesia, drama e ensaios. Da mesma forma, ela é uma ambientalista cujo ativismo se baseia em uma compreensão Nativo-Americano da natureza e das relações entre os seres humanos e não-humanos. Focando em dois de seus romances, Solar Storms (1995) e Power (1998), a presente dissertação explora os processos de cura de suas protagonistas, Angela e Omishto, respectivamente. Em ambos romances, as personagens se engajam em um movimento de abandono do modo de ser Euro-americano – um modo de ser fortemente orientado pela ideologia do Destino Manifesto –, em direção a um reencontro com sua ancestralidade nativa e a uma apreensão tribal da vida e do mundo. Especificamente, esse trabalho explora o gradual engajamento das personagens no que a autora Laguna Paula Gunn Allen (1992) define como um senso de tempo cerimonial – a ceremonial time sense: uma experiência temporal particular que engendra uma integração psíquica, e se opõe à experiência cronológica e mecânica do tempo, a qual produz fragmentação no sentido de fortalecer a sensação de separação entre tempo e espaço, pessoa e lugar, natureza e cultura. Esse trabalho analisa como o movimento das personagens em direção a um rico autorreconhecimento enquanto indígenas (OWENS, 1994) representa um movimento de abertura aos fluxos do mundo, bem como um processo de dissolução de categorias fortemente enraizadas, tais quais sujeito e objeto, eu interno e mundo externo. Além disso, a presente dissertação examina de que forma um senso de tempo cerimonial se conecta à noção de sacred hoop (Plains tribes) – uma unidade abrangente que abarca a existência como um todo, e na qual todos os movimentos estão conectados e se relacionam entre si. / Linda Hogan is a Chickasaw author whose extensive work includes novels, short stories, plays, poetry, and essays. She is also an environmentalist whose activism is built upon a Native understanding of nature and the relations between human and nonhuman beings. This thesis focuses on two of her novels, Solar Storms (1995) and Power (1998), and explores the healing processes of their protagonists, Angela and Omishto, respectively. In both novels, the characters engage in a movement of abandoning a mainstream American way of being – a way of being highly informed by the ideology of Manifest Destiny – toward a reconnection with their Native ancestry and a tribal apprehension of life and the world. Specifically, this work explores the characters’ gradual engagement in what Laguna author Paula Gunn Allen (1992) defines as a ceremonial time sense, a particular experience of time that engenders a psychic integration, as opposed to a mechanical, clock-based time sense, which generates fragmentation and enhances a separation between time and space, person and place, nature and culture. This work explores how the characters’ movement toward a rich self-recognition as Indians (OWENS, 1994) represents a movement of opening to the motions of the lifeworld, as well as the dissolution of deep-rooted categories such as subject and object, internal self and external world. Furthermore, this thesis examines how a ceremonial time sense is connected to the Plains tribes’ conception of a sacred hoop – an all-encompassing unity that contains the whole of existence, and in which all movement is related to all other movement.

Esta dissertação trata de duas obras autobiográficas escritas por autoras nativas que ganharam reconhecimento na década de 70: Bobbi Lee Indian Rebel (1975), da nativo-canadense Lee Maracle, e The Turquoise Ledge: a Memoir (2010), da nativo-americana Leslie Marmon Silko. A importância destas autoras para a Renascença Nativo-Americana/Canadense é inegável, e cada uma delas contribuiu fazendo uso de estratégias diferentes: enquanto Maracle começou sua carreira com Bobbi Lee Indian Rebel, de cunho autobiográfico, Silko esperou mais de trinta anos para publicar The Turquoise Ledge. A problematização de se ver estas obras pelo olhar estritamente ocidental, ou estritamente nativo, é discutida, assim como o aparentemente inevitável tom político dessas narrativas. Ainda que mais de três décadas separem a publicação das obras selecionadas, perguntas como: Estas obras podem ser consideradas literatura?, Elas têm como principal propósito engrandecer feitos pessoais das autoras?, ou Como essas narrativas contribuem para o empoderamento do povo Nativo? podem nunca chegar a serem respondidas, mas, de fato, incitaram a escrita desta dissertação e nortearam nossa análise / This dissertation brings to the fore two autobiographical works by Native women authors who first gained recognition in the 1970s: Bobbi Lee Indian Rebel (1975), by Native-Canadian Lee Maracle and The Turquoise Ledge: a Memoir (2010), by Native-American Leslie Marmon Silko. These womens undeniable importance to the Native American/Canadian Renaissance is clear, and each of these authors decided to contribute to Native literature using different strategies: while Maracle started her career with Bobbi Lee Indian Rebel, an autobiographical work, Silko waited over thirty years to publish her The Turquoise Ledge. The problematization of seeing either works strictly through Western or strictly through Native perspectives is also addressed here, along with the apparently inevitable political tone present in both narratives. Despite the fact that the two selected works have been written over three decades apart, questions such as: Can these works be considered literature?, Do they have as main purpose to highlight the authors personal accomplishments? or How do they work to empower the Native people? may never be answered, but they did incite the writing of this dissertation and guided our analysis

Made available in DSpace on 2014-06-11T19:35:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-09Bitstream added on 2014-06-13T18:46:56Z : No. of bitstreams: 1 feldman_akt_dr_sjrp.pdf: 1920981 bytes, checksum: 25b38b6819a987d0c6070545f99917d5 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Zitkala-Sá, autora de ascendência indígena norte-americana, atingiu certo sucesso durante o período em que viveu. Naquela época, foi criticada, mesmo por outros indígenas, por suas atitudes consideradas assimiladas. O principal objetivo desta tese é analisar os aspectos que representam resistência e assimilação na obra de Zitkala-Ša, com foco na resistência. Defende-se, neste trabalho, a tese de que as ações, que aparentemente são assimiladas, como o discurso elogioso e o uso da língua inglesa, podem ser lidas como uma agenda de resistência e de sobrevivência do indígena. Zitkala-Ša executou sua resistência por meio da mistura de gêneros e estilos literários, do discurso político e, principalmente, por meio do uso de técnicas indígenas tradicionais, como a manipulação do simbolismo e da metáfora, a arte de contar histórias e seu ajuste à língua inglesa e aos acontecimentos contemporâneos. A recuperação de heróis e seres mitológicos, o registro de cerimônias, a forma de educação e transmissão do conhecimento Dakota e a figura do trickster marcam a instância e a sobrevivência da cultura indígena. Por um longo período ela foi considerada uma indígena assimilada, mas a escrita autobiográfica e as lendas indígenas que Zitkala-Ša recuperou de sua infância são denúncias contra as políticas do governo, como a lei de distribuição de terras e as instituições como os internatos indígenas (boarding schools) e serviram como modelos a escritores indígenas modernos / Zitkala-Ša, an author of Native American ascendance, achieved some success during the time when she was alive. At that period, she was criticized even by her peers for her actions and writing sometimes considered assimilated. The main objective of this dissertation is to analyze the aspects that represent resistance and assimilation in Zitkala-Ša`s work, focusing on resistance. This dissertation addresses the fact that the actions such as laudatory discourse and the use of the English language, which are seemingly considered assimilated, can be read as a resistant agenda of survival. Zitkala-Ša accomplished this by mixing literary genres, such as fiction, essays, political discourse and the use of Native American traditional techniques, as storytelling, manipulation and adjustment of the English language, the figure of the trickster, the recalling of oral legends and characters, and the insistance on issues related to the Native American culture. For a long period, she was regarded as an assimilated Indian, but her work can also be approached as a sign of resistance to the governmental policies against the Native people, to the assimilationist projects of the boarding schools in particular, and to the Euro-American culture in general. The study of her work is relevant today because she is a role model for current Native writers and for other people who were silenced

abstract: Scholars have diversified notions of sovereignty with indigenous frameworks ranging from native sovereignty to cultural sovereignty. Within this range, there exists only a small body of research investigating technology in relation to indigenous sovereignty, excepting the colonial implications of guns, germs, film, and literacy. Furthermore, there is a lack of inquiry on how indigenous peoples operationalize their sovereignty through designs and uses of technology that combine emerging digital media technologies, old electronic media, and traditional indigenous media. This “indigenous convolution media” leads to what is referred to in this research as Indigenous Technological Sovereignty or “Tecno-Sovereignty.” This dissertation begins to address knowledge gaps regarding the dynamic relationship between technology and indigenous sovereignty, and it posits that Tecno-Sovereignty is operationalized when indigenous groups exercise their own self-determined designs and uses of mediums and media to address their particular needs and desires. Therefore, Tecno-Sovereignty is comprised of the social, cultural, political, and economic effects of indigenous technology. This dissertation, a compendium of essays, presents an indigenous theory of media and sovereignty: defining a vision of Tecno-Sovereignty; arguing the purpose and importance of Tecno-Sovereignty; demonstrating how Tecno-Sovereignty is operationalized; and revealing capacity-building recommendations for the further development of indigenous technological sovereignty. Additionally, this research, through an exhibition of indigenous convolution media, calls attention to indigenous praxes of art, technology, and learning that are both grounded by and support the theories proposed in this research. / Dissertation/Thesis / Doctoral Dissertation English 2015