skip to content
View online Dancing with Chikapesh: an examination of Eeyou... Preview this item
ClosePreview this item
Checking...

Dancing with Chikapesh: an examination of Eeyou stories through three generations of storytellers

Author: Mary H Maguire (Supervisor2); Teresa Strong (Supervisor1); Moses, Elma Doris
Publisher: McGill University 2013
Dissertation: Thesis / Dissertation ETD
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook : English
Summary:
I was sent to Residence Couture situated on Fort George Island to acquire a Euro-French-Canadian style of schooling. My research examines Indigenous issues in education using Indigenous methodologies. The project involves reclaiming Cree narratives of my family history. By examining Cree oral tradition through the lens of three generations of Eeyou/Cree storytellers, my research project lays the groundwork for
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Electronic Thesis or Dissertation
Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource
All Authors / Contributors: Mary H Maguire (Supervisor2); Teresa Strong (Supervisor1); Moses, Elma Doris
OCLC Number: 845026205
Language Note: English
Notes: Doctor of Philosophy (Department of Integrated Studies in Education)
application/pdf

Abstract:

I was sent to Residence Couture situated on Fort George Island to acquire a Euro-French-Canadian style of schooling. My research examines Indigenous issues in education using Indigenous methodologies. The project involves reclaiming Cree narratives of my family history. By examining Cree oral tradition through the lens of three generations of Eeyou/Cree storytellers, my research project lays the groundwork for positing an Indigenous theory of Cree storytelling of the eastern James Bay Cree. First the project looks at my grandparents' generation where the stories were recorded for anthropological purposes. The grandparents' generation told an ancient and sacred style of storytelling and used these stories as teaching tools for cultural transmission. Secondly, it examines parents' generation stories, which were recorded for educational purposes and are used in Cree language classrooms. As a third generation of storytellers, I interweave the sacred stories with contemporary issues that affect Indigenous people into a modern story. Each generation, by their own retelling and re-creating, honours and builds upon the work of the grandmother's grandmother from which the stories first originated. The format of the dissertation uses such devices as interruptions, repetition, passive voice, third person voice, stops and false starts and a fictional character named Minnie. The devices are used to illustrate the disruptive effect of my Indian residential school experience on the cultural transmission of my extended family's oral stories. My Indian Residential School [IRS] experience affects the way that I write and tell my stories. These devices were used to emphasize the implicit and colonial message of the residential school system. My writing has become interrupted and transitional. The interruptions reflect the fact that as a five-year old child I was taken away from my parents, grandparents, and community and placed in an Indian Residential School. This research contribute

On m'a envoyée à la Résidence Couture sur l'île de Fort George pour que j'acquière une instruction canadienne-française d'influence européenne. Mon étude examine, au moyen des méthodologies autochtones, certaines questions autochtones relevant de l'éducation. Ce projet de recherche consiste notamment en une réappropriation des traditions narratives cries issues de mon héritage familiale. Par l'examen des traditions orales des Cris au regard de trois générations de conteurs eeyou, mon projet de recherche pose les bases d'une théorie autochtone des traditions narratives cries de l'est de la baie James. Le projet s'intéresse d'abord à la génération de mes grands-parents, dont les récits ont été enregistrés à des fins anthropologiques. Les membres de cette génération employaient un style ancestral et sacré dans la narration des récits; ces histoires leur servaient d'outils didactiques pour la transmission culturelle. Ce projet examine ensuite les récits de la génération de mes parents, qui ont été enregistrés à des fins éducatives et sont utilisés dans les cours de langue crie. Enfin, en tant que représentante de la troisième génération de conteurs, je crée des histoires contemporaines dans lesquelles les récits sacrés s'entremêlent aux problématiques que vivent actuellement les peuples autochtones. Par ses propres narrations et ses recréations, chaque génération honore le travail des grands-mères des grands-mères à l'origine de ces récits et prend appui sur ceux-ci. La présente thèse adopte un format qui fait appel à des procédés comme les interruptions, les répétitions, la voix passive, les pauses et les faux départs, ainsi qu'à un personnage fictif appelé Minnie. Ces procédés servent à illustrer l'effet perturbateur de mon expérience en pensionnat indien sur la transmission culturelle des histoires orales de ma famille élargie. Ma façon d'écrire et de raconter des récits est influencée par mon expérience en pensionnat indien. Ces procédés sont utilisés pour mettre en

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.

Similar Items

Related Subjects:(1)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/845026205> # Dancing with Chikapesh: an examination of Eeyou stories through three generations of storytellers
    a bgn:Thesis, pto:Web_document, schema:CreativeWork, schema:Book ;
   bgn:inSupportOf "Thesis / Dissertation ETD" ;
   library:oclcnum "845026205" ;
   schema:about <http://experiment.worldcat.org/entity/work/data/1348799947#Thing/education_general> ; # Education - General
   schema:contributor <http://experiment.worldcat.org/entity/work/data/1348799947#Agent/mary_h_maguire_supervisor2> ; # Mary H Maguire (Supervisor2)
   schema:contributor <http://experiment.worldcat.org/entity/work/data/1348799947#Agent/teresa_strong_supervisor1> ; # Teresa Strong (Supervisor1)
   schema:creator <http://experiment.worldcat.org/entity/work/data/1348799947#Agent/moses_elma_doris> ; # Moses, Elma Doris
   schema:datePublished "2013" ;
   schema:description "I was sent to Residence Couture situated on Fort George Island to acquire a Euro-French-Canadian style of schooling. My research examines Indigenous issues in education using Indigenous methodologies. The project involves reclaiming Cree narratives of my family history. By examining Cree oral tradition through the lens of three generations of Eeyou/Cree storytellers, my research project lays the groundwork for positing an Indigenous theory of Cree storytelling of the eastern James Bay Cree. First the project looks at my grandparents' generation where the stories were recorded for anthropological purposes. The grandparents' generation told an ancient and sacred style of storytelling and used these stories as teaching tools for cultural transmission. Secondly, it examines parents' generation stories, which were recorded for educational purposes and are used in Cree language classrooms. As a third generation of storytellers, I interweave the sacred stories with contemporary issues that affect Indigenous people into a modern story. Each generation, by their own retelling and re-creating, honours and builds upon the work of the grandmother's grandmother from which the stories first originated. The format of the dissertation uses such devices as interruptions, repetition, passive voice, third person voice, stops and false starts and a fictional character named Minnie. The devices are used to illustrate the disruptive effect of my Indian residential school experience on the cultural transmission of my extended family's oral stories. My Indian Residential School [IRS] experience affects the way that I write and tell my stories. These devices were used to emphasize the implicit and colonial message of the residential school system. My writing has become interrupted and transitional. The interruptions reflect the fact that as a five-year old child I was taken away from my parents, grandparents, and community and placed in an Indian Residential School. This research contribute" ;
   schema:description "On m'a envoyée à la Résidence Couture sur l'île de Fort George pour que j'acquière une instruction canadienne-française d'influence européenne. Mon étude examine, au moyen des méthodologies autochtones, certaines questions autochtones relevant de l'éducation. Ce projet de recherche consiste notamment en une réappropriation des traditions narratives cries issues de mon héritage familiale. Par l'examen des traditions orales des Cris au regard de trois générations de conteurs eeyou, mon projet de recherche pose les bases d'une théorie autochtone des traditions narratives cries de l'est de la baie James. Le projet s'intéresse d'abord à la génération de mes grands-parents, dont les récits ont été enregistrés à des fins anthropologiques. Les membres de cette génération employaient un style ancestral et sacré dans la narration des récits; ces histoires leur servaient d'outils didactiques pour la transmission culturelle. Ce projet examine ensuite les récits de la génération de mes parents, qui ont été enregistrés à des fins éducatives et sont utilisés dans les cours de langue crie. Enfin, en tant que représentante de la troisième génération de conteurs, je crée des histoires contemporaines dans lesquelles les récits sacrés s'entremêlent aux problématiques que vivent actuellement les peuples autochtones. Par ses propres narrations et ses recréations, chaque génération honore le travail des grands-mères des grands-mères à l'origine de ces récits et prend appui sur ceux-ci. La présente thèse adopte un format qui fait appel à des procédés comme les interruptions, les répétitions, la voix passive, les pauses et les faux départs, ainsi qu'à un personnage fictif appelé Minnie. Ces procédés servent à illustrer l'effet perturbateur de mon expérience en pensionnat indien sur la transmission culturelle des histoires orales de ma famille élargie. Ma façon d'écrire et de raconter des récits est influencée par mon expérience en pensionnat indien. Ces procédés sont utilisés pour mettre en" ;
   schema:exampleOfWork <http://worldcat.org/entity/work/id/1348799947> ;
   schema:genre "Electronic Thesis or Dissertation" ;
   schema:inLanguage "en" ;
   schema:name "Dancing with Chikapesh: an examination of Eeyou stories through three generations of storytellers" ;
   schema:productID "845026205" ;
   schema:publication <http://www.worldcat.org/title/-/oclc/845026205#PublicationEvent/mcgill_university_2013> ;
   schema:publisher <http://experiment.worldcat.org/entity/work/data/1348799947#Agent/mcgill_university> ; # McGill University
   schema:url <http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114159> ;
   wdrs:describedby <http://www.worldcat.org/title/-/oclc/845026205> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/1348799947#Agent/mary_h_maguire_supervisor2> # Mary H Maguire (Supervisor2)
    a bgn:Agent ;
   schema:name "Mary H Maguire (Supervisor2)" ;
    .

<http://experiment.worldcat.org/entity/work/data/1348799947#Agent/mcgill_university> # McGill University
    a bgn:Agent ;
   schema:name "McGill University" ;
    .

<http://experiment.worldcat.org/entity/work/data/1348799947#Agent/moses_elma_doris> # Moses, Elma Doris
    a bgn:Agent ;
   schema:name "Moses, Elma Doris" ;
    .

<http://experiment.worldcat.org/entity/work/data/1348799947#Agent/teresa_strong_supervisor1> # Teresa Strong (Supervisor1)
    a bgn:Agent ;
   schema:name "Teresa Strong (Supervisor1)" ;
    .

<http://experiment.worldcat.org/entity/work/data/1348799947#Thing/education_general> # Education - General
    a schema:Thing ;
   schema:name "Education - General" ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.