Publications by Colleges and Departments (MSU - Bozeman)
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Item The Fairway Farms : an experiment in a new agricultural age(Montana State University - Bozeman, College of Letters & Science, 1969) Kenney, Ronald Lee; Chairperson, Graduate Committee: Michael P. MaloneItem The Sokaogon Chippewa and their lost treaty : 'We have always been here'(Montana State University - Bozeman, College of Letters & Science, 1993) McGeshick, Joseph R.; Chairperson, Graduate Committee: Mary Murphy.The Sokaogon Chippewa struggled for years in northern Wisconsin to retain their traditional land which provided all the necessities of life. Researching Sokaogon history from 1826 to the early 1850s reveals that the Sokaogon enjoyed separate recognition from the federal government, as an autonomous group of Lake Superior Chippewa. However, the federal government, with the eager support of the Euroamerican population in the state, attempted to consolidate as many of the different Lake Superior Chippewa groups as possible to make room fro the influx of settlers, miners and timbermen. According to Sokaogon oral tradition, and supported by contemporary Chippewa historians and scholars, the Sokaogon negotiated and signed a treaty sometime between 1854 and 1855. Unfortunately, the treaty, and an accompanying map outlining a reservation of some twelve square miles, was lost before being ratified by Congress. Some eighty years passed before the government recognized the Sokaogon as a separate group of Lake Superior Chippewa.Item Questioning Indian land workshop : a ceremony based approach to learning(Montana State University - Bozeman, College of Letters & Science, 2012) Marian, John Baptist, III; Chairperson, Graduate Committee: Matthew Herman.Tafoya suggests, "Stories go in circles." This thesis is the story of learning to implement an indigenous research paradigm in a college classroom then designing the workshop because of the relationships formed together. First the thesis describes preparing for the research ceremony then focusing those relationships through the lens of Research is Ceremony. Followed by summarizing how the workshop functioned as a ceremony. Then characterizing how the four directions guided the evolution of the relational workshop. The research paradigm exemplified by indigenous scholar Shawn Wilson in Research is Ceremony overlaps nicely with adult educational theories that suggest making personal connections to new information is how learning occurs. Indigenous research is a relationship embodied in the elements of ontology, epistemology, methodology and axiology. Ontology and Epistemology together form each individual's worldview. Ontology questions the nature of reality. Epistemology examines how we think about what is real. Methodology and axiology describe how we remain accountable to the relationships forming our reality. Methodology is how we strengthen our relationship to reality. Axiology defines what's worth knowing more about. Through ceremony, researchers respectfully seek knowledge from the Cosmos. The workshop was a ceremony for asking personal questions about Indian land. A reality-based inquiry design rooted in scholarly practice directed by students was planned and implemented in the pilot workshop. In this workshop, the teacher learns alongside the students - acting as a guide for the self-regulated discovery of new knowledge. Respecting the knowledge and process is the ceremony. The relational workshop wheel graphically depicts the five dimensions of the cycle and their interconnectedness. By asking respectful questions of the unknown, the cycle begins. As a researcher and teacher living a congruent lifestyle and preparing the space for the ceremony, academic information and practical experience collide to devise the methodology and axiology for the journey. Bringing together the ingredients opens the space for the ceremony, where students' questions about the land guide the workshop's search. Reflecting on the knowledge gained while leading the ceremony then evolves the workshop into something accessible to responsive educators. The ceremony creates personal accountability to modify the course, and the wheel turns again.