A Narrative Inquiry into Aboriginal Youth & Families' Stories to Live By by Trudy M

328 Pages·2013·2.9 MB·English

by  Trudy Cardinal

University of Alberta

Composing Lives:
A Narrative Inquiry into Aboriginal Youth & Families’ Stories to Live By

by
Trudy Michelle Cardinal

A thesis submitted to the Faculty of Graduate Studies and Research
in partial fulfillment of the requirements for the degree of

Doctor of Philosophy
Department of Elementary Education

©Trudy Cardinal
Spring 2014
Edmonton, Alberta

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Dedication
I engage in research
for the children,
children of the past,
children of the present,
and children of the future,
but
I dedicate
this moment,
this dissertation,
this doctorate degree,
to the grandmothers,
to all of the grandmothers,
because I know
that I did not
do this work
alone.
I stood on the
shoulders of giants
and I
walked in the footsteps
of my
ancestors.
Abstract
Throughout my life I have heard stories about what it means to be an
Aboriginal person, yet no story captured the richness and complexities of my
experience. As an Indigenous scholar seeking a deeper understanding of
Aboriginal education in and out of schools, I continue to hear stories about who
Aboriginal youth and families are supposed to be. Each time I listen, I wonder
how those stories are shaping the lives of Aboriginal children, youth, and their
families. Do the stories enable or constrain the way they see themselves?
From within two larger SSHRC and ACCFCR funded studies looking at
the experiences of Aboriginal youth and families in a Canadian urban,
provincially-funded school system in Canada, I worked alongside Aboriginal
youth and their families to inquire into their storied lives. My research puzzle
specifically asked: What are the stories that Aboriginal youth and families tell of
who they are and are becoming, and how do the other stories (cultural, familial,
community, and school stories), especially those of the Indian in mind, influence
or shape their stories of becoming?
I engaged in a narrative inquiry which allowed me to attend to the
relational accountability that is important to me. My doctoral study built capacity
for Aboriginal youth and families. This study too will contribute to the larger
practical and social worlds, attending to the ways in which Aboriginal youth and
families make sense of the available stories that tell them who they are, while also
creating spaces for new stories to be told—stories which can inform policies to be
more responsive to the context and lives that are unfolding and evolving. My
research has created possibilities to tell different stories of Aboriginal youth and
families, while acknowledging the very real disparities and inequities Aboriginal
people experience, it emphasises the possibility that Aboriginal education can
build on a deeper understanding of the influence of the Indian we had in mind.
Acknowledgements
I think back to the little girl who sat on the blue vinyl chair and remember how
often I was lost in thought and dreaming of a future where I might be destined to
be queen if what my grandma said was true. I think about what it took to get from
that blue vinyl chair to a doctorate degree and I overflow with gratitude as I know
I did not do this alone. There is not enough space to truly express how grateful I
am for those who supported me as I travelled each year a little bit closer to
achieving my dreams. I will name just a few here knowing that this is just the
beginning of my expressions of gratitude to the many friends, family members,
classmates, and colleagues who supported me in so many different ways.

Thank You . . .

To my sister Tia and my brother Inier for remembering the blue vinyl chair and
the stories that it holds and for us all and for never once doubting a destiny that at
times seemed almost unimaginable.

To my daughter Kyla and my grandbaby Kinley for inspiring me to strive for
greatness so that we can all continue to go on grand adventures and dream even
bigger.

To my mom, Marie Augustine, for teaching me to be a fighter and to always get
back up still filled with love and compassion for others when life might knock me
down.

To the many aunties and uncles for helping to raise me and sharing their homes
with me at different times in my life. I am truly blessed to have been loved by so
many.
To all the cousins for being my first real friends and often my biggest supporters.
You inspire me with your dedication to your families and to your dreams
whatever they may be.

To the nieces and nephews and next generations of little cousins for
continuing to dream big, superhero big, and for allowing me to be a part of your
lives. Especially for always welcoming me back from my long school- or work-
related absences. You inspire me to keep searching for deeper understandings
and better ways of educating.

To my students, past and present, for teaching me so much about what it means
to be an educator and for forgiving my mistakes and celebrating our many
successes.

To my friends for always believing in me and for forgiving the many cancelled
plans and for staying a part of my life even when I was in dissertation lock-down.
Your love and support got me through the rough spots and I look forward to years
and years of celebrating to make up for lost time.

To my Centre friends because you are truly a special kind of human. In
friendship and in relationship you helped to lighten the burden of my every worry
and anxiety. You listened to my wonders from the very beginning and you
watched as I grew from the frightened master’s student to a little bit more
courageous Dr. Trudy Cardinal. I am forever grateful for your responses to my
work, your insights about theorists when I didn’t understand, and for your ear
when I needed an audience, and especially for your handing over the Kleenex and
offering a shoulder when I needed to cry. And especially for the awesome first
party celebrating our co-composed doctoral success! I couldn’t have done it as
well without you all.
To my co-supervisors—Dr. Jean Clandinin and Dr. Vera Caine—for
believing in me always and for gently redirecting me when I was wandering
around feeling lost. For dedicating so many hours to me personally and
professionally. For showing me a way to live as educator and researcher
believing in experience and building relationships.

To my committee—Dr. Florence Glanfield, Dr. Evelyn Steinhauer, Dr. Jan
Gray, Dr. Doug Gleddie, and Dr. Julie Long—for agreeing to come alongside
and join in the conversation. Thank you Florence for always being in the right
place at the right time even when I didn’t know yet how much I might need your
support and for many teaching moments that took place in your kitchen over
bannock and tea. Thank you Evelyn for your words of wisdom that always touch
my heart and inspire me to keep on going even when the going sometimes seems
so difficult. Thank you Jan for being here in Canada to be a part of the
conversation live and in person. I appreciate the insights and questions you
brought from your own experiences in Indigenous research in Australia. I am
further inspired by your support, advice, and belief in the potential of my doctoral
work. Thank you Doug for joining in at the final hour as defense chair. I
appreciated the kindness, support, and conversation you brought to your role. I
felt well taken care of. Thank you to Julie, the original designated chair, whose
support I felt there in spirit even though you were unable to be there in person. I
am grateful for all of your kind words and for joining us in the celebration.

To the Social Science and Humanities Research Council (SSHRC) for funding
the larger project in which my work is embedded, as well as for funding me as a
doctoral student. Thank you also to the Alberta Centre for Child, Family and
Community Research (ACCFCR) for funding a part of the larger study, in
particular the work alongside families. I have also received several awards during
my doctoral studies from the University of Alberta, for this I am very grateful.
To the research team of our larger project—Simmee, Shauna, Cindy, and
Sean—for all of your support and encouragement as we engaged in the research
project as a team. You have truly become like family and I am forever grateful to
you my scholarly cousins.

To Elder Isabelle, Elder Mary, and Elder Francis for the wisdom you brought
to every afterschool club meeting that you attended as well as for all that I have
learned from our personal conversations. I especially appreciate the humour and
laughter that would fill the room when you were there. Thank you Elder Isabelle
for medicine wheel teachings and for teaching us in gentle and caring ways.
Thank you Elder Mary for responding to my narrative accounts and sharing the
understandings you have learned from your experiences as a teacher. Thank you
Elder Francis for the laughter and conversations during our many visits over the
course of the project.

To my participants—Drew, Jayanna, Barbara, and their families—for being
so courageous, sharing their stories, and for allowing me to become a part of their
lives. You have taught me so much and I am forever changed and forever
grateful.

To all the grandmothers for being with me and guiding me on my journey from
those earliest memories of sitting and dreaming on the blue vinyl chair at
grandma’s house to the creation of this dissertation. I know now that behind me
have always been generations upon generations of ancestors who were dreaming
with me. For them, because of them, I am here today adding my own footsteps to
the multiple and diverse possible destinies of the future generations. We have
come a long way and I can’t even imagine the possibilities of where we will go.
Table of Contents
Chapter 1: Narrative Beginnings ............................................................................ 1
Acknowledging Those From Whom the Knowledge Comes .............................. 1
Stories as Introduction ......................................................................................... 2
Composing Stories To Live By ........................................................................... 4
My Master’s Work: An Autobiographical Narrative Inquiry ............................. 5
Not the Indian I had In Mind ............................................................................... 8
Shaping a research puzzle. ............................................................................ 12
Little House on the Prairie: Stories of Indians. ............................................. 14
Indian girl?..................................................................................................... 20
The research puzzle. ...................................................................................... 22
Experience ......................................................................................................... 22
Narrative Conceptions of Identity ..................................................................... 25
The Urgency ...................................................................................................... 32
A Statistical Story .............................................................................................. 35
Creating Possibilities ......................................................................................... 39
Chapter 2: Methodology ....................................................................................... 41
Narrative Inquiry ............................................................................................... 41
Living alongside. ........................................................................................... 44
A pragmatic approach.................................................................................... 45
Narrative inquiry methods. ................................................................................ 46
Narrative beginnings. .................................................................................... 46
Negotiating entry. .......................................................................................... 47
In the field...................................................................................................... 49
Field texts. ..................................................................................................... 50
Interim research texts. ................................................................................... 51
Final research text.......................................................................................... 55
Narrative form. ...................................................................................... 56
Narrative accounts. ............................................................................... 57
Unfolding Stories in the Field ........................................................................... 58
Negotiating entry into the afterschool arts club. ........................................... 58
Coming to know Drew. ................................................................................. 59
Coming to know Jayanna. ............................................................................. 60
Coming to know Barbara............................................................................... 62
Word Images ..................................................................................................... 63
Chapter 3: Drew’s Story ....................................................................................... 65
Time .................................................................................................................. 65
The Afterschool Arts Club ................................................................................ 65
You Would Never Know ................................................................................... 78
Stories of Indians ............................................................................................... 78
Residential Schools, Beer, and Young Mothers ................................................ 80
Aboriginal Youth in Care .................................................................................. 90
Statistically Dismal Stories ............................................................................... 91
Liminal Spaces .................................................................................................. 92
Three Homes in 2 Years .................................................................................... 93
Maintaining Relationships ................................................................................. 94
Milestones Measured in Government Allowances Increases ............................ 95
Age 18: An End, and a Beginning ..................................................................... 95
Creating New Stories to Tell ............................................................................. 97
Negotiations with the Past ................................................................................. 99
Renegotiating Relationships ............................................................................ 100
Sustaining Relationships ................................................................................. 103
Choices to be Made ......................................................................................... 105
Relational Responsibilities .............................................................................. 107
Relationship Re-Negotiated Again .................................................................. 108
Photographs and Memory Keepers ................................................................. 109
Stories of Sisters .............................................................................................. 110
Stories of a Dad ............................................................................................... 112
Restorying the Families ................................................................................... 113
Families in Care .............................................................................................. 115
The Other Family in Care: Joelle’s Story ........................................................ 116
Intergenerational stories. ............................................................................. 116
Joelle’s educational story. ........................................................................... 117
Restorying and relationships. ...................................................................... 118
Joelle and Drew – Lives connected. ............................................................ 119
Shifting stories to live by. ............................................................................ 119
Stories of Drew – The artist. ........................................................................ 120
Carrying Drew’s stories – Lost Teddy bears. .............................................. 120
Carrying Drew’s stories – Being Mormon. ................................................. 121
Carrying Drew’s stories – Stories of school. ............................................... 121
Joelle and Drew – Telling, re-telling and re-storying.................................. 123
She Wouldn’t Tell this Story in the Same Way Now...................................... 124
Chapter 4: Jayanna’s Story: The Chill of Dismissal ........................................... 126
Foreshadowing Relationships with School ..................................................... 129
Negotiations Ebb and Flow ............................................................................. 130
Quiet and Sad .................................................................................................. 131
Unfulfilled Plans – The Year Ends ................................................................. 133
New Beginnings .............................................................................................. 134
Big Sister ......................................................................................................... 135
Transitions Between Schools and Communities ............................................. 136
A Dad’s Story .................................................................................................. 137
Transportation issues. .................................................................................. 138
She’s at that age. .......................................................................................... 140
Blended families’ tensions. ......................................................................... 142
Importance of culture. ................................................................................. 143
Too shy to dance. ......................................................................................... 144
Schools of choice. ........................................................................................ 145
Wants to do her own thing........................................................................... 147