Hauntings on Blackfoot land: Theorizing the hinterlands of Native teacher education programming at the University of Lethbridge

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dc.contributor.authorKirbyson, Emily
dc.contributor.supervisorGranzow, Kara
dc.date.accessioned2018-01-22T18:16:51Z
dc.date.available2018-01-22T18:16:51Z
dc.date.issued2017
dc.degree.levelMastersen_US
dc.description.abstractShortly after the 1967 establishment of the University of Lethbridge (U of L), a Native teacher education program was developed in collaboration with First Nations communities. This collaboration, the program, and the U of L’s location on Blackfoot territory feature as selling points in contemporary promotional materials designed to recruit Indigenous students. My reading of the U of L archives, however, suggests that the partnerships required to build the NEp were haunted by colonial logics and practices. Following John Law (2002), I juxtapose and theorize the tensions and correspondences between stories told by the promotional texts and counterstories that correspond to my reading of the archives. I suggest that in these two textual sites, the U of L is variously and contradictorily enacted as a place beset by ghosts, invested in keeping with particular colonial projects, and as a place committed to supporting the success of Indigenous students.en_US
dc.description.sponsorshipThis research was funded by the Social Sciences and Humanities Research Councilen_US
dc.embargoYesen_US
dc.embargo.end2017-10-26
dc.embargo.start2017-04-26
dc.identifier.urihttps://hdl.handle.net/10133/5008
dc.language.isoen_USen_US
dc.proquest.subject0530en_US
dc.proquest.subject0344en_US
dc.proquest.subject0740en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Dept. of Sociologyen_US
dc.publisher.departmentSociologyen_US
dc.publisher.facultyArts and Scienceen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Arts and Science)en_US
dc.subjectBlackfoot peopleen_US
dc.titleHauntings on Blackfoot land: Theorizing the hinterlands of Native teacher education programming at the University of Lethbridgeen_US
dc.typeThesisen_US
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