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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/29875 |
| Date | 13 April 2005 |
| Creators | Gondara, Brookney C. |
| Contributors | Duvall, Betty |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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