Writing native identities : performing survivance in the boarding school and the college writing classroom
Thesis (M.A.)--Georgetown University, 2010.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Writing Native Identities: Performing Survivance in the Boarding School and the College Writing Classroom explores the intersections and interactions between American Indian boarding school literature and post-secondary American Indian education. Writing and literacy education have played a significant and problematic role in the history of American Indian culture: from U.S. government drafted treaties and laws, to government imposed English language education, American Indian culture has felt the impact of these practices and impositions as forms of cultural annihilation. I analyze the boarding school literatures of Zitkala-Sa and Luther Standing Bear, as well as the contemporary boarding school fictions of N. Scott Momaday, in light of Gerald Vizenor's concept of survivance and Irving Goffman's sociological concept of performativity. These two concepts go hand in hand as I investigate current approaches to teaching writing and examine their implications in current issues and studies of American Indian education.
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Factors influencing oral corrective feedback provision in the Spanish foreign language classroom : investigating instructor native/nonnative speaker status, second language acquisition education, & teaching experience Gurzynski-Weiss, Laura K. (Georgetown University, 2010)