Thèse de doctorat : Ethnologie : Lyon II : 2001. / Titre provenant de l'écran-titre. Bibliogr.

Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

The purpose of this research was to hear the stories of Northern Cheyenne women's educational experiences using the method of testimonio, a method culturally aligned and academically appropriate for use among indigenous people. The researcher, also a Northern Cheyenne tribal member used testimonio based on its roots in resistance literature and as a means of perpetuating cultural survival in the face of contemporary cultural and racial genocide. The Northern Cheyenne use oral history and storytelling to perpetuate and influence cultural survival. The primary significance of the stories was based on what other Northern Cheyenne women hear in the voices in the story that impact their own educational journey, achievement and success. Secondary impact will be what the teller's family and community hear in the stories and then what those outside the reservation community hear. The theoretical foundation of the research focused on the literature of the following areas: colonization and genocide; oral history and storytelling; collective voice, the plural self, voice and empowerment and roles in healing historical trauma; American Indian education and Indian women's experiences with education. The research includes the testimonios of six Northern Cheyenne women gathered on or near the Northern Cheyenne Indian Reservation. The findings suggest that the following story threads were significant to Northern Cheyenne women in their educational journeys and experiences: spirituality; family especially grandparents and parents; cultural traditions- especially language and ceremonies; cultural values of honesty, integrity, generosity, hard work; value for land, cultural pride and identity even when it's fragmented or a struggle to maintain; Cheyenne lifeways meals, cooking, gathering, hunting, singing, spending time with family, and social events; the opportunity of access to higher education; living between two worlds; remembering our past history and using it as a guide for now and the future; and finally thinking of future generations. The findings suggest the tools needed for Northern Cheyenne women to succeed academically and educationally, already inherently exist in Northern Cheyenne social and cultural structures. Continuing to deconstruct the barriers and tenets of oppression will fully allow a rebirth of these cultural concepts and practices strengthening Northern Cheyenne society and education. / Graduation date: 2005

The nature of the inter-relationship of valley-side slopes and the streams at their base is regarded as being of fundamental significance in the study of landscape morphology. One aspect of this relationship, the problem of the development of valley-side asymmetry in east-trending valleys under the joint influence of microclimatic and stream controls, is investigated in two areas of uniform, flat-lying beds, using the approach and techniques of experimental design. Valleys in both study areas have been formed during the last 12,000 years, so that the importance of fossil slope forms is minimal. The variation in lithology between the two areas is held to be of less consequence than the difference in climatic regimes, as far as the type of asymmetry developed. The moister of the two areas, S.W. Manitoba, shows the typical, valley-wide asymmetry regarded as characteristic of non-periglaclal regions, with north-facing slopes significantly steepened by 3.1°, on average: the effects of basal steepening by meandering streams are additive with the microclimatic differences. In the drier area, S.E. Wyoming, the effects of the two controls are non-additive, and asymmetry is a purely localised development created by the over-steepening of shaded, north-facing undercut slopes. The moisture availability in this environment is probably increased by the formation of snowdrifts in the winter months. Asymmetry resulting from differences in aspect is statistically insignificant both in east-trending valleys without defined stream channels and in south-trending valleys with meandering streams. The absolute maximum angle is found to be an excellent indicator both of local changes in slope form and of the nature of the profiles as a whole. The degree of organisation of all profiles studied, in relation to the maximum angle, is high, with the exception of the south-facing slopes in those east-trending valleys in Wyoming which lack defined channels. In general, the maximum angle appears more directly related to the other geometric features of the profile than to the characteristics of soil, vegetation or nearby stream channel. A consideration of all available data on multiply-controlled asymmetry in non-periglacial areas leads to the conclusion that differences in steepness of slopes with northern and southern aspects are more likely to develop in regions of comparatively low humidity and that the valley-wide asymmetry found in Manitoba is the most common form. The strictly localised asymmetry developed in the Wyoming valleys appears to be a specialized phenomenon confined to a narrow area of semi-arid climate. It is suggested that the local conditions of moisture availability are the prime controls of multiply-controlled valley asymmetry, in that they will determine the relative importance of slope and channel processes and hence the nature of the valley-side development. / Arts, Faculty of / Geography, Department of / Graduate

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 9, 2009). Includes bibliographical references (p. 238-264).

This study represents five years of research on the symbolic cosmologies of four Plains Indian tribes: the Crow, the Pawnee, the Kiowa, and the Cheyenne. Although the lexicons of the four tribes reveal many color and number patterns, there appear to be certain color and number categories that are more pervasive than others. Review of the early ethnographies and folklore texts has found the color categories of red, yellow, black, and white to be significant symbols in both ritual and myth. Further investigation suggests symbolic patterns involving the numbers two and four are also important to the Crow, Pawnee, and Cheyenne. Kiowa ritual and folklore patterns reveal the numbers two, four, and ten to be dominant numbers. Through the early ethnographies, the color red and the number four, among others, were found to be symbolically significant. Red frequently symbolized the rank of a chief, a warrior, and a virtuous woman or wife. The number four often represented symbolic gestures or motions such as those seen in the arts of painting, dancing, or drumming. This symbolic linkage of color and number patterns has been expressed in rituals such as the Sun Dance and the Morning Star Sacrifice. The Sun Dance was practiced with variations by the Crow, Kiowa, and Cheyenne. The Pawnee practiced the Morning Star Sacrifice. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Anthropology.

Inconsistent modern tribal government political leadership standards are common throughout Indian Country. There is an urgent need to address the causes and effects of tribal political instability and the root of this instability which lies in the lack of leadership and the absence of a realistic leadership identity, specific to nations like the Northern Cheyenne. The modern concepts of tribal leadership are inconsistent, undefined, and if they do exist these concepts are incompatible with traditional Indian culture, spirituality, and community needs. Traditional Cheyenne concepts of leadership are rooted in the oral tradition and the Cheyenne ceremonial practices.This is a study of the Northern Cheyenne change in leadership concepts and the loss of traditional concepts of leadership during the time after their last armed resistance and before the establishment of the Northern Cheyenne Tribal Constitutional government. The history of Northern Cheyenne Nation is comprised of heroic triumphs and tragedies. Throughout this rich history, there have been spiritual and political leaders who have contributed to the survival of the Northern Cheyenne people. Leadership, from the perspective of the Cheyenne, and the traditional Cheyenne governing system were rooted in spiritual teachings, ceremonies, and sustained through serving the people. These ancient concepts of leadership allowed for stability. These traditional concepts were destroyed through colonization, and this led to political dysfunction.The goal of this study is to first identify the traditional concepts leadership, then identify the significant changes in these concepts of leadership to discuss how these changes have led to the current political instability of the Northern Cheyenne government. What were the major changes in traditional Cheyenne leadership and governance that occurred between 1876 and 1935? How did these changes in traditional leadership and governance occur? What traditional political, spiritual, and economic institutions of the Cheyenne were changed and how were they changed? What was Cheyenne leadership and governance like after the establishment of a reservation and after the establishment of an Indian Reorganization Act (IRA) constitutional government? What can the Northern Cheyenne people expect in the future of tribal leadership and government?

In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.

Thesis (D. Min.)--Iliff School of Theology, 2006. / Includes abstract. Includes bibliographical references (leaves 186-196).

Tribal Colleges and Universities (TCUs) are educational institutions owned by Native American tribes intended to address the failure of the education system to support Indigenous students. Significant research has been done on the value of culturally sustaining pedagogy (CSP) and on TCUs, but little has been done to examine whether and how TCUs implement CSP. This study aims to fill that gap by examining teaching at Chief Dull Knife College (CDKC), a tribal college on the Northern Cheyenne reservation. Interviews were conducted with eight white faculty members and four Cheyenne administrators at CDKC. Analysis of the interviews revealed that the instructors saw building personal connections with students as the foundation of teaching at CDKC and that they engaged in attempts at individual adaptation and structural change to support such teaching. The Cheyenne administrators found these efforts valuable, but suggested that more needed to be done to foster a connection between the white faculty members and the Cheyenne community and culture. Ultimately, this study reveals that instructors at CDKC are attempting to implement CSP, but that there are still gaps in that implementation. The interviews suggest that further structural changes are needed at CDKC to better support CSP and ensure that students are receiving the support they need to succeed.