Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective
This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/S...
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ftbrockuniv:oai:dr.library.brocku.ca:10464/18357 2024-05-19T07:28:36+00:00 Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective Trudeau, Lyn Department of Graduate and Undergraduate Studies in Education 2024-04-02T14:45:19Z http://hdl.handle.net/10464/18357 eng eng Brock University http://hdl.handle.net/10464/18357 Indigenous Autoethnography Arts-based Research Etuaptmumk/Two-Eyed Seeing Storytelling Epistolary Electronic Thesis or Dissertation 2024 ftbrockuniv 2024-04-23T23:42:23Z This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance. Thesis anishina* Brock University Digital Repository |
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Brock University Digital Repository |
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ftbrockuniv |
language |
English |
topic |
Indigenous Autoethnography Arts-based Research Etuaptmumk/Two-Eyed Seeing Storytelling Epistolary |
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Indigenous Autoethnography Arts-based Research Etuaptmumk/Two-Eyed Seeing Storytelling Epistolary Trudeau, Lyn Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
topic_facet |
Indigenous Autoethnography Arts-based Research Etuaptmumk/Two-Eyed Seeing Storytelling Epistolary |
description |
This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance. |
author2 |
Department of Graduate and Undergraduate Studies in Education |
format |
Thesis |
author |
Trudeau, Lyn |
author_facet |
Trudeau, Lyn |
author_sort |
Trudeau, Lyn |
title |
Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
title_short |
Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
title_full |
Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
title_fullStr |
Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
title_full_unstemmed |
Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective |
title_sort |
inner spirit/fire and indigenous student/researcher identity: differing spaces from an ojibway perspective |
publisher |
Brock University |
publishDate |
2024 |
url |
http://hdl.handle.net/10464/18357 |
genre |
anishina* |
genre_facet |
anishina* |
op_relation |
http://hdl.handle.net/10464/18357 |
_version_ |
1799474900901036032 |