Papers by Depree Shadowwalker
This dissertation used a mixed method to develop an analytical model from a random selection of o... more This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt’s ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually...
This dissertation used a mixed method to develop an analytical model from a random selection of o... more This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt’s ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.
This paper is a critical analysis of one public art image and popular culture icon that is pervas... more This paper is a critical analysis of one public art image and popular culture icon that is pervasive through out the United States and has symbolically represented American Indian history. It is a self exploration and discovery of how a popular culture art image in both two dimensional and three dimensional representation of Indian culture can be transgenerational for over 110 years. The historical and popular culture reading of End of the Trail, a sculpture by James Earle Fraser in 1894, will be contested. This monumental sculpture has come to be an American icon, which has symbolically represented a critical point in American Indians’ diverse history into a stereotypical identity and history. The prevailing discourse of The End of the Trail today and in Fraser’s time was the marker of a new modern era, and the “civilizing” and accepted destruction of the existing indigenous nations collectively called, Indians. How can public art represent and define culture or people? In analyzing Fraser’s sculpture, I will draw from the critical discourse of how the semiotic relationship is constructed in public dialogue as defined by Fairclough.
Indians are symbolically encoded as no longer existing through this popular culture icon of western history. The public is educated about Indian history through these formal and informal art forms by representing us as conquered, defeated and no longer existing. In summary, I’ll explore how three Indian artists contest, translate and transform the semiotic relationships that are connected to Fraser’s representation of American Indian history through their own tribal identity. The implications associated with monumental art in popular culture and the education of the mainstream society about indigenous people will be drawn.
We will begin exploring the theoretical analysis of Culture Based Education element number six as... more We will begin exploring the theoretical analysis of Culture Based Education element number six as defined by William Demmert (2001):
Knowledge and use of the social and political mores of the community. Examining the social and political mores of indigenous communities and the dominant society, the core of this story begins comparing the inherited and established practices with Vygotskian theories and indigenous cultures in education today. Vygotsky has "turn(ed) Western tradition on its head," as Dr. Jim Lantolf stated in his introduction to social cultural theory on October, 2003 at the LRC Brown bag series. Vygotsky approach to education supports what many indigenous nations have been saying for centuries: Western tradition has been in direct opposition to Indian tradition. Researchers such as Mary E. Romero, Jerome Bruner, Teresa McCarty, and many others have focused on "theorizing from practice" as an approach to valuing indigenous education. Luis Moll calls these approaches, "trends in action" (2001), which incorporate the Vygotskian educational model. These teaching methods and pedagogies have been a part of indigenous history centuries before the United States decided to assimilate American Indian into the American culture instead of annihilating them. Many indigenous learning models incorporate heritage languages for a powerful reason that language is the foundational structure that links us to our past and ancestry. Language is a crucial element of our social and psychological being.
Tucson: Arizona Board …, 2004
Conference Presentations by Depree Shadowwalker
The Semiotics of Historical Persuasion and Stereotype Prevalence.
This paper is a critical analy... more The Semiotics of Historical Persuasion and Stereotype Prevalence.
This paper is a critical analysis of one public art image and popular culture icon that has symbolically represented American Indian history. The reading of End of the Trail, a sculpture by James Earle Fraser in 1894, will be contested. What has come to be an American icon translated Indians and Indian history to the public by representing Indians as conquered and defeated, basically on their way out, invisible and as a sign that a new modern era had begun. In analyzing this translation, I will draw from the critical discourse of how the semiotic voice was constructed in public discourse of the image and how that image has been contested, translated and transformed by three American Indian artists. The ideology that emerges is the struggle between the dominant and colonized culture.
Teaching Documents by Depree Shadowwalker
Books by Depree Shadowwalker
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Papers by Depree Shadowwalker
Indians are symbolically encoded as no longer existing through this popular culture icon of western history. The public is educated about Indian history through these formal and informal art forms by representing us as conquered, defeated and no longer existing. In summary, I’ll explore how three Indian artists contest, translate and transform the semiotic relationships that are connected to Fraser’s representation of American Indian history through their own tribal identity. The implications associated with monumental art in popular culture and the education of the mainstream society about indigenous people will be drawn.
Knowledge and use of the social and political mores of the community. Examining the social and political mores of indigenous communities and the dominant society, the core of this story begins comparing the inherited and established practices with Vygotskian theories and indigenous cultures in education today. Vygotsky has "turn(ed) Western tradition on its head," as Dr. Jim Lantolf stated in his introduction to social cultural theory on October, 2003 at the LRC Brown bag series. Vygotsky approach to education supports what many indigenous nations have been saying for centuries: Western tradition has been in direct opposition to Indian tradition. Researchers such as Mary E. Romero, Jerome Bruner, Teresa McCarty, and many others have focused on "theorizing from practice" as an approach to valuing indigenous education. Luis Moll calls these approaches, "trends in action" (2001), which incorporate the Vygotskian educational model. These teaching methods and pedagogies have been a part of indigenous history centuries before the United States decided to assimilate American Indian into the American culture instead of annihilating them. Many indigenous learning models incorporate heritage languages for a powerful reason that language is the foundational structure that links us to our past and ancestry. Language is a crucial element of our social and psychological being.
Conference Presentations by Depree Shadowwalker
This paper is a critical analysis of one public art image and popular culture icon that has symbolically represented American Indian history. The reading of End of the Trail, a sculpture by James Earle Fraser in 1894, will be contested. What has come to be an American icon translated Indians and Indian history to the public by representing Indians as conquered and defeated, basically on their way out, invisible and as a sign that a new modern era had begun. In analyzing this translation, I will draw from the critical discourse of how the semiotic voice was constructed in public discourse of the image and how that image has been contested, translated and transformed by three American Indian artists. The ideology that emerges is the struggle between the dominant and colonized culture.
Teaching Documents by Depree Shadowwalker
Books by Depree Shadowwalker
Indians are symbolically encoded as no longer existing through this popular culture icon of western history. The public is educated about Indian history through these formal and informal art forms by representing us as conquered, defeated and no longer existing. In summary, I’ll explore how three Indian artists contest, translate and transform the semiotic relationships that are connected to Fraser’s representation of American Indian history through their own tribal identity. The implications associated with monumental art in popular culture and the education of the mainstream society about indigenous people will be drawn.
Knowledge and use of the social and political mores of the community. Examining the social and political mores of indigenous communities and the dominant society, the core of this story begins comparing the inherited and established practices with Vygotskian theories and indigenous cultures in education today. Vygotsky has "turn(ed) Western tradition on its head," as Dr. Jim Lantolf stated in his introduction to social cultural theory on October, 2003 at the LRC Brown bag series. Vygotsky approach to education supports what many indigenous nations have been saying for centuries: Western tradition has been in direct opposition to Indian tradition. Researchers such as Mary E. Romero, Jerome Bruner, Teresa McCarty, and many others have focused on "theorizing from practice" as an approach to valuing indigenous education. Luis Moll calls these approaches, "trends in action" (2001), which incorporate the Vygotskian educational model. These teaching methods and pedagogies have been a part of indigenous history centuries before the United States decided to assimilate American Indian into the American culture instead of annihilating them. Many indigenous learning models incorporate heritage languages for a powerful reason that language is the foundational structure that links us to our past and ancestry. Language is a crucial element of our social and psychological being.
This paper is a critical analysis of one public art image and popular culture icon that has symbolically represented American Indian history. The reading of End of the Trail, a sculpture by James Earle Fraser in 1894, will be contested. What has come to be an American icon translated Indians and Indian history to the public by representing Indians as conquered and defeated, basically on their way out, invisible and as a sign that a new modern era had begun. In analyzing this translation, I will draw from the critical discourse of how the semiotic voice was constructed in public discourse of the image and how that image has been contested, translated and transformed by three American Indian artists. The ideology that emerges is the struggle between the dominant and colonized culture.