Graduate Thesis Or Dissertation
 

Testimonio: ne ̀aahtove - listen to me! voices from the edge : educational stories of Northern Cheyenne women

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  • The purpose of this research was to hear the stories of Northern Cheyenne women's educational experiences using the method of testimonio, a method culturally aligned and academically appropriate for use among indigenous people. The researcher, also a Northern Cheyenne tribal member used testimonio based on its roots in resistance literature and as a means of perpetuating cultural survival in the face of contemporary cultural and racial genocide. The Northern Cheyenne use oral history and storytelling to perpetuate and influence cultural survival. The primary significance of the stories was based on what other Northern Cheyenne women hear in the voices in the story that impact their own educational journey, achievement and success. Secondary impact will be what the teller's family and community hear in the stories and then what those outside the reservation community hear. The theoretical foundation of the research focused on the literature of the following areas: colonization and genocide; oral history and storytelling; collective voice, the plural self, voice and empowerment and roles in healing historical trauma; American Indian education and Indian women's experiences with education. The research includes the testimonios of six Northern Cheyenne women gathered on or near the Northern Cheyenne Indian Reservation. The findings suggest that the following story threads were significant to Northern Cheyenne women in their educational journeys and experiences: spirituality; family especially grandparents and parents; cultural traditions- especially language and ceremonies; cultural values of honesty, integrity, generosity, hard work; value for land, cultural pride and identity even when it's fragmented or a struggle to maintain; Cheyenne lifeways meals, cooking, gathering, hunting, singing, spending time with family, and social events; the opportunity of access to higher education; living between two worlds; remembering our past history and using it as a guide for now and the future; and finally thinking of future generations. The findings suggest the tools needed for Northern Cheyenne women to succeed academically and educationally, already inherently exist in Northern Cheyenne social and cultural structures. Continuing to deconstruct the barriers and tenets of oppression will fully allow a rebirth of these cultural concepts and practices strengthening Northern Cheyenne society and education.
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