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Play, Agency, and Indigenous Childhood on the North American Plains.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Play, Agency, and Indigenous Childhood on the North American Plains./
Author:	Cory, Mackenzie John.
Description:	1 online resource (254 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Archaeology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30570319click for full text (PQDT)
ISBN:	9798379964399

Play, Agency, and Indigenous Childhood on the North American Plains.
Cory, Mackenzie John.

Play, Agency, and Indigenous Childhood on the North American Plains. - 1 online resource (254 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Indiana University, 2023.

Includes bibliographical references

This dissertation explores the changes and continuities in Indigenous children's culture from the Late Prehistoric through Boarding School eras in the Northwest Plains region of the United States using archaeology, archived materials, ethnohistories, and oral narratives as data sources. I first test the possibility of using a novel method to identify childhood play features at surface sites using state level data from nine eastern Wyoming counties. Here I find that the size and shape of certain features are possibly indicative of play areas though the spatial placement in comparison to larger domestic tipis appears to be less telling. I then approach the question of shifting norms in children's play practice during the transition from the prereservation era into the boarding school era by analyzing historic toy construction and use based on archived photographs and play objects from local and federal archives. I find that though children experienced unfathomable changes in the material culture, nature, and location of their play, certain aspects of play remained that children could use to maintain their play practices. Finally, I draw from Gerald Vizenor's framework of Survivance to interpret the records of boarding school play with Native agency specifically in mind. I apply this approach to the archaeology of childhood by synthesizing Survivance framework with childhood landscape archaeology and conceptualizations of the paracosmic thirdspace to suggest a new interpretation for boarding school play. I argue that children knowingly created Indigenous-specific spaces through their games and within these spaces culture maintenance and transmission became possible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379964399Subjects--Topical Terms:

558412
Archaeology.
Subjects--Index Terms:

ChildhoodIndex Terms--Genre/Form:

542853
Electronic books.

Play, Agency, and Indigenous Childhood on the North American Plains.
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504 $a Includes bibliographical references
520 $a This dissertation explores the changes and continuities in Indigenous children's culture from the Late Prehistoric through Boarding School eras in the Northwest Plains region of the United States using archaeology, archived materials, ethnohistories, and oral narratives as data sources. I first test the possibility of using a novel method to identify childhood play features at surface sites using state level data from nine eastern Wyoming counties. Here I find that the size and shape of certain features are possibly indicative of play areas though the spatial placement in comparison to larger domestic tipis appears to be less telling. I then approach the question of shifting norms in children's play practice during the transition from the prereservation era into the boarding school era by analyzing historic toy construction and use based on archived photographs and play objects from local and federal archives. I find that though children experienced unfathomable changes in the material culture, nature, and location of their play, certain aspects of play remained that children could use to maintain their play practices. Finally, I draw from Gerald Vizenor's framework of Survivance to interpret the records of boarding school play with Native agency specifically in mind. I apply this approach to the archaeology of childhood by synthesizing Survivance framework with childhood landscape archaeology and conceptualizations of the paracosmic thirdspace to suggest a new interpretation for boarding school play. I argue that children knowingly created Indigenous-specific spaces through their games and within these spaces culture maintenance and transmission became possible.
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653 $a Ethnohistories
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