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<p>This dissertation contributes to Indigenous archaeology, particularly along the Northwest Coast, the Coast Salish region and the territory of the Squamish Nation. I examine the regional archaeological sequence and provide an Indigenous perspective of time and space of Squamish Nation territory. Closer examination of this region’s archaeological record focuses on the occurrence of suitable igneous tool stone sources and their use over the past 10,000 years. A full understanding of these lithic sources comes from three different perspectives Squamish Nation culture, the archaeological and geological records.</p> <p>I propose that lithic sources are important places of the Squamish Nation cultural landscape and that the distributions of certain material types is linked to Squamish Nation place names and oral histories. Expanding this concept outward, I consider the distribution of the occurrence of these materials from 25 archaeological sites ranging from sea level ocean shore to mountainous alpine contexts. I then examine lithic source materials and artifacts from these sites on a visual and chemical basis (X-Ray Fluorescence) to illustrate the varying importance of certain lithic materials across Squamish Nation territory. Resulting analysis demonstrates that these materials have varying spatial and temporal distributions that relate to predominant themes of Squamish Nation oral history, concepts of Transformation and Mythical Beings. Material distributions, place names, oral history related to the region’s archaeological record are discussed under different theoretical frameworks of the Northwest Coast building from culture history, processual, post processual, and humanist perspectives cumulating at a Indigenous perspective of lithic sources and flaked stone artifact distributions.</p> / Doctor of Philosophy (PhD)

<p>This dissertation explores the social history of genetic counseling in the United States between 1930 and 2000. I situate genetic counselors at the interstices of medicine, science, and an increasingly “geneticized” society. My study emphasizes two central themes. First, genetic counselors have played a crucial role in bridging the “old eugenics” and the “new genetics” as mediators of genetic reproductive technologies. Genetic counselors negotiated the rights and responsibilities of genetic citizens in their patient encounters. Discourses of privilege and duty were also extrapolated outward to public debates about the new genetics, demonstrating the highly-politicized contexts in which counselors practice and women make reproductive choices. Second, I interrogate the professionalization process of genetic counseling from a field led by male physician-geneticists in the 1940s and 50s, to a profession dominated by women with Masters degrees by the 1980s and 90s. This transformation is best understood through the framework of a “system of professions,” and counselors’ professional position between “sympathy and science.” These frameworks similarly structured the client-counselor relationship, which also centered on concepts of risk, the promotion of patient autonomy, and the ethics of non-directiveness and client-centeredness. These principles distanced counselors from their field’s eugenic origins and the traditional doctor-patient relationship. I emphasize the voices of genetic counselors based on 25 oral history interviews, and hierarchies of gender, race, and educational status at work in the profession’s history. A study of genetic counseling is an important contribution to the histories of health and medicine, medical sociology, bioethics, disability studies, and gender and women’s studies.</p> / Doctor of Philosophy (PhD)

The Philadelphia Public History Truck is a nearly two-year-old mobile museum project which creates interdisciplinary exhibitions about the history of Philadelphia neighborhoods with those who live, work, and play within the places and spaces of the city. Since I founded the project in 2013, I have navigated partnerships with both grassroots organizations and larger institutions and faced a wide-ranging gamut of experiences worthy of examination by public historians concerned with power and production of history as well as practice-based reflexivity. The first half of this thesis documents my key reflections of the first eighteen months of work and serves as a primary source on the project. This paper also places History Truck into a long historiography of both public history and mobility in the United States of America to explain the emergence of what I am calling the New Mobile History, an emerging form of practice in which community members and public historians work together from the onset of project development using ephemerality and movement as a tool for creativity and civic-driven history making. By analyzing oral history interviews with Cynthia Little and Michael Frisch, I argue firstly that Philadelphia was the birthplace of this New Mobile History. Secondly, I posit that for this New Mobile History to continue evolving, public historians must balance digital work and relationship-based process to create exhibitions which directly serve communities of memory. Lastly, I consider one possible future for History Truck, including its transformation from project to nonprofit organization manned by post-M.A. fellows who have the ability to work passionately on city streets and with new media. / History

The Indian Placement Program, operated by the LDS Church from around 1947 to 2000, was influenced by the Church's belief in a connection between Native Americans to a Book of Mormon group known as the Lamanites. This group held a special status within the LDS Church because of their believed Israelite heritage as well as a prophecy promising their conversion in the last days. Spencer W. Kimball, motivated by both personal goals and his authority within the LDS Church, expanded on a successful experience of a young Native girl, Helen John, growing it into the broader Indian Placement Program. This program saw thousands of Native students placed with LDS foster families. Today, the Indian Placement Program is often discussed in oversimplified terms, either highly supportive or critical. In my research, I interviewed actual program participants who provided nuanced insights beyond these simplistic narratives. Three main themes emerged: positive and negative experiences with education, the LDS baptism requirement, and relationships within foster families. Additionally, I found that many young non-Native LDS members are unaware of the Placement Program, while some Native-centered boarding schools continue to operate. These findings suggest that the program's impact was mixed, with both positive and negative elements, and that its implications were neither wholly positive nor wholly negative. This study comes forth at a time of heightened discussions on this topic.

The main aim of the study is to make a historical-biographical analysis of four selected Northern Sotho dramatic texts. Chapter one illustrates that the texts we have selected are historical dramas since they deal with the life histories of historical characters. In order to comprehend these texts, it is important to view them as evidence of oral history. The chapter also discusses the approach used by Fleischman which consists of the following parameters: authenticity, intention, reception, social function, narrative syntax and finally narrator involvement. Chapter two discusses the play Marangrang as a reflection of the consequences of Shaka's imperialism and how this affected the Eastern Transvaal in 1820. The chapter illustrates that in order to understand the life history of Marangrang, it is important to discuss it in relation to this period, popularly known as difaqane. It is clear that information about Marangrang has been deliberately distorted because of fear. Chapter three deals with the destructive consequences of Western religion on the traditional African religion. The chapter is based on the life history of Kgasane, who was murdered in 1884, allegedly for his devotion to Christianity. The chapter shows the importance of the need to make a re-interpretation of missionary writings, specifically those surrounding the Berlin Mission Society in South Africa. Chapter four focuses on the role of formal education in the destruction of the Bakgaga ba GaMphahlele history. The chapter is based on the life history of Kgosi Mmutle Ill in bringing formal education to the people of Mphahlele and how this destroyed certain traditional institutions such as chieftainship. Chapter five deals with the problems experienced by mineworkers and also shows the sufferings of Africans at the hands of the government. The chapter is based on the life of Serogole Mathobela, who once worked in the mine. Chapter six is a conclusion where the findings of the previous chapters are made. The reasons why the authors of these texts suspended certain information while highlighting other information varies from fear to propaganda. In conclusion, it is observed that in order to do justice to oral history more financial support is needed. / African Languages / D.Litt. et Phil. (African Languages)

This thesis is a study of the cultural history of children’s reading. It is argued that it is important to apply a wider historical perspective to the contemporary debate on the rapid changes in children’s and young people’s reading habits, and that existing historical research rarely deals with reading as a practice, but rather with its institutional and textual conditions such as the school, the library system and children’s literature. The thesis thus aims to explore the practice of reading and its relations to historical circumstances.Through a close reading of 30 retrospective interviews conducted in the 1970’s and 80’s, the analysis deals with some of the experienced motives, inter- pretations, materialities and social dimensions of children’s reading practices experienced in the first decades of the 20th century. It offers a discussion of these practices as related to wider historical contexts. Theoretically, the analysis is in- spired by the conceptualizations of a ‘history of reading’ in the works of Roger Chartier, Robert Darnton and Jonathan Rose.It is concluded that even if the informants in principle had access to different models, motives and genres for reading, the practice of reading often had to take on the character of improvisation in contexts where material resources and soci- al sympathies for reading were lacking. Furthermore, in relation to the complex social tensions and dynamics surrounding reading, the practice may also be defined by its degree of legitimacy and/or autonomy in a given context.These results imply that further research and debate is needed on the con- nections between the value attributed to reading in relation to changing concepts of work and “usefulness”, on the collective historical experiences of cultural progression, and on issues of the identity of the modern children’s library. / Akademisk avhandling som med tillstånd av Forsknings- och utbildningsnämnden vid Högskolan i Borås framläggs till offentlig granskning klockan 13.00 fredagen den 16 december 2011 i sal M506, Högskolan i Borås

This research discusses communication and meaning in the context of orality, using a variety of theoretical perspectives, including memory theory, media and communication theory, and semiotics. Drawing on the work of Walter Ong, it provides new insight about the characteristics and limits of oralnarration by assessing the memes, tropes, and phraseological units in the oral narrations of Armenian Genocide survivors. This research identifies a list of replicable forms of stories and oral devices that are used by the group in question; it then proposes that oral narration of non-fictional topics designed to convey historical or episodic information to others is intuitive, reactive, directed, fuzzy, and sticky. Concerns about the legitimacy and historical value of the narrations under review do not play a role in this research; instead, the focal point is the meaning embedded in the form and structure of the narrations under study.