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"Unsettling" the Bear River Massacre...

Brown, Crete.

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"Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements./
Author:	Brown, Crete.
Description:	293 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606920
ISBN:	9781303642562

"Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements.
Brown, Crete.

"Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements. - 293 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--California Institute of Integral Studies, 2013.

Grounded in the transformative paradigm (p. 35), this study asked, "In what ways might a group of non-Natives be individually and socially transformed by encountering the Bear River Massacre from within Indigenous Worldviews?" The methodology incorporated Indigenous Worldviews and ceremonial processes (Wilson, 2008) into Queensland University's Indigenous Australian Studies' model (Mackinlay & Barney, 2010), interweaving transformative learning processes with Indigenous elements such as a traditional Shoshone sweat lodge, visiting a massacre site, and listening to a Shoshone elder. During ceremonially centered mini retreats data was collected via individual journals, group email and process notes, art-based expressions, videotaping, individual and group written evaluations and surveys, and follow up interviews. Findings established "perspective transformation" (King, 2009) in 80% of participants within the dimensions of better understanding the Bear River Massacre, the Shoshone people, the colonization process, and the loss of their own Indigenous roots. Follow-up interviews revealed that 87.5% of respondents believed that the integration of Indigenous elements into the project impacted their learning experience "a great deal." 87.5% reported sustained behavioral x change in relation to the topic and 71% stated they wanted to get to know Native people and culture better. In addition, 43% stated they were interested in obtaining a public Presidential apology to Native people. Unconscious shadow transference material (Romanyshyn, 2007) emerged and was discussed from a depth psychology perspective. Limitations to this study include sample size and lack of funding. The theoretical development of ceremonial research potentially expands this method into other areas of inquiry.

ISBN: 9781303642562Subjects--Topical Terms:

1669153
Education, Multilingual.

"Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements.
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100 1 $a Brown, Crete. $3 2097082
245 1 0 $a "Unsettling" the Bear River Massacre: A Transformative Learning and Action Project Utilizing Indigenous Worldviews and Ceremonial Elements.
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Advisers: Jurgen W. Kremer; Constance A. Jones.
502 $a Thesis (Ph.D.)--California Institute of Integral Studies, 2013.
520 $a Grounded in the transformative paradigm (p. 35), this study asked, "In what ways might a group of non-Natives be individually and socially transformed by encountering the Bear River Massacre from within Indigenous Worldviews?" The methodology incorporated Indigenous Worldviews and ceremonial processes (Wilson, 2008) into Queensland University's Indigenous Australian Studies' model (Mackinlay & Barney, 2010), interweaving transformative learning processes with Indigenous elements such as a traditional Shoshone sweat lodge, visiting a massacre site, and listening to a Shoshone elder. During ceremonially centered mini retreats data was collected via individual journals, group email and process notes, art-based expressions, videotaping, individual and group written evaluations and surveys, and follow up interviews. Findings established "perspective transformation" (King, 2009) in 80% of participants within the dimensions of better understanding the Bear River Massacre, the Shoshone people, the colonization process, and the loss of their own Indigenous roots. Follow-up interviews revealed that 87.5% of respondents believed that the integration of Indigenous elements into the project impacted their learning experience "a great deal." 87.5% reported sustained behavioral x change in relation to the topic and 71% stated they wanted to get to know Native people and culture better. In addition, 43% stated they were interested in obtaining a public Presidential apology to Native people. Unconscious shadow transference material (Romanyshyn, 2007) emerged and was discussed from a depth psychology perspective. Limitations to this study include sample size and lack of funding. The theoretical development of ceremonial research potentially expands this method into other areas of inquiry.
590 $a School code: 0392.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Native American Studies. $3 626633
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710 2 $a California Institute of Integral Studies. $b Transformative Studies. $3 2094435
773 0 $t Dissertation Abstracts International $g 75-04A(E).
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