<p>Revoicing Sámi narratives investigates the relationship between storytellers, contexts and collective tradition, based on an analysis of North Sámi narratives published in the early 1900s. This dissertation “revoices” narratives by highlighting the coexistence of different voices or socio-ideological languages in repertoires and by considering Sámi narratives as utterances by storytellers rather than autonomous products of tradition. Thus, this study serves as an act of “revoicing,” of recovering voices that had been silenced by the scientific discourse which enveloped their passage into print.</p><p>Narrators considered “tradition bearers” were interviewed or wrote down folk narratives that were interpreted as representative of a static, dying culture. The approach chosen in this thesis highlights the dynamic and conscious choices of narrative strategies made by these storytellers and the implications of the discourses expressed in narration. By taking into account the intense context of social change going on in Sápmi at the time the narratives emerged, as well as the context that includes narrators, ethnographers and tradition, the analysis demonstrates that storytelling is an elaboration that takes place in negotiation with tradition, genres and individual preferences.</p><p>The repertoires of four storytellers are studied according to a methodological framework consisting in critical discourse analysis from a folkloristic perspective. The analysis underscores the polyphony of the narratives by Johan Turi, who related with skillfulness of tradition by taking position as a conscious social actor. This study also investigates the repertoires of storytellers Ellen Utsi, Per Bær and Isak Eira who were interviewed by the</p><p>Norwegian “lappologist” Just K. Qvigstad. Their contributions to his extensive collection of Sámi narratives express their relation to tradition and to the heteroglossia that surrounded them. Based on a receptionalist approach, this dissertation investigates the implications of these narratives for the North Sámi community at the turn of the twentieth century.</p><p>Storytelling appears to have had a set of functions for community members, from the normative as regards socialization, information and warning against dangers to the defensive with the elaboration of a discourse about solidarity, identity and empowerment.</p>

Revoicing Sámi narratives investigates the relationship between storytellers, contexts and collective tradition, based on an analysis of North Sámi narratives published in the early 1900s. This dissertation “revoices” narratives by highlighting the coexistence of different voices or socio-ideological languages in repertoires and by considering Sámi narratives as utterances by storytellers rather than autonomous products of tradition. Thus, this study serves as an act of “revoicing,” of recovering voices that had been silenced by the scientific discourse which enveloped their passage into print. Narrators considered “tradition bearers” were interviewed or wrote down folk narratives that were interpreted as representative of a static, dying culture. The approach chosen in this thesis highlights the dynamic and conscious choices of narrative strategies made by these storytellers and the implications of the discourses expressed in narration. By taking into account the intense context of social change going on in Sápmi at the time the narratives emerged, as well as the context that includes narrators, ethnographers and tradition, the analysis demonstrates that storytelling is an elaboration that takes place in negotiation with tradition, genres and individual preferences. The repertoires of four storytellers are studied according to a methodological framework consisting in critical discourse analysis from a folkloristic perspective. The analysis underscores the polyphony of the narratives by Johan Turi, who related with skillfulness of tradition by taking position as a conscious social actor. This study also investigates the repertoires of storytellers Ellen Utsi, Per Bær and Isak Eira who were interviewed by the Norwegian “lappologist” Just K. Qvigstad. Their contributions to his extensive collection of Sámi narratives express their relation to tradition and to the heteroglossia that surrounded them. Based on a receptionalist approach, this dissertation investigates the implications of these narratives for the North Sámi community at the turn of the twentieth century. Storytelling appears to have had a set of functions for community members, from the normative as regards socialization, information and warning against dangers to the defensive with the elaboration of a discourse about solidarity, identity and empowerment.

Following a growing concern among education stakeholders about the lack of a reading culture and low literacy levels among Rwandans in general and university students in particular, the aim of this thesis is to increase the awareness of Rwandans about the development of a reading culture and early literacy. To achieve this aim, four studies with participants representing different experiences related to reading culture were performed. These qualitative studies draw on different perspectives on the development of a reading culture and emergent literacy by using open-ended questionnaires and interviews. The thesis takes sociocultural and emergent literacy theories as points of departure. The first study investigates students’ reflections on their previous reading experiences, and discuss ways to develop literacy and a reading culture in Rwanda. The next one sheds light on parents’ involvement in literacy practices at home and the third study concerns what literacy knowledge teachers expect from their pupils when they start nursery and lower primary school. An example of a literacy event (storytelling) is given in the fourth study where children’s narratives of fairy tales are followed by their discussions on gender issues, which in turn can develop the children’s interest in reading. This can also help them relate texts to their life and teach them to think critically. In sum, the studies show that there is a limited reading culture in Rwanda. That is attributed to the colonial and post-colonial education system, reliance on verbal communication, limited access to reading materials, and ultimately the low status of the mother tongue Kinyarwanda within the sociolinguistic configuration of Rwanda. Also, the participating students and teachers point out the necessity of involving parents more in the creation of an environment that nurtures children’s emergent literacy development so that it becomes a shared responsibility translated into a teacherparent partnership for children’s success at school. Hence, the findings inform the use of this thesis which is to promote literacy and a reading culture in Rwanda by engaging the whole nation in a national effort to build a sustainable culture of reading. To paraphrase the old African saying ‘it takes a village to raise a child’, I want to conclude by saying that it takes a nation to develop a culture of reading.

An exploration of the mythologized narratives that the work and lives of Conceptual artists Bas Jan Ader, Ana Mendieta, and Francis Alÿs have created and inspired. By virtue of their biographies, the fetishization of their personalities, and the ways in which this anecdotal information can be read in their work, mythologized narratives have been constructed, allowing for a prolonged interest existing within and without the confines of the art world. These mythologies come together as part of the oral tradition of the art world, a chronicling of narratives that incites continued interest for future generations.

Thesis (Ph. D.)--University of Saskatchewan, 1999. / Includes bibliographical references (leaves [184]-198). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD%5F0027/NQ37868.pdf.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 346-357). Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Dept. of Romance Languages and Literatures, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 346-357). Also available on the Internet.

Thesis (Ph. D.)--York University, 2000. Graduate Programme in English. / Typescript. Includes bibliographical references (leaves 232-245). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ59155.

This master's thesis is an autoethnography. According to Denzin and Lincoln, an autoethnograpic piece "works to hold self and culture together, albeit not in equilibrium or stasis," (207). This thesis, presented in story form, tells how I was educated into and came to follow the "Good Path" in becoming a member of Santo Domingo Pueblo, and more specifically, a contemporary Santo Domingan woman. My story is framed within a Puebloan paradigm of remembrance as articulated through oral tradition, narrative and text, and the social and natural environments of my Santo Domingan world. Through introspection and reflection on the narratives, I elicit what I believe to be the foundational core values of Santo Domingo culture. I identify and reference these core values as Breath, Corn, Hair, and Family. It is through my stories that I have also come to understand the strength and power of oral traditional narratives and teachings.