A discourse analysis of fourteen indigenous stories through a two-eyed seeing lens

Abstract

Indigenous stories are an important way of telling accounts from cultural lenses demonstrating Indigenous connections to history, culture and traditions. This provides a greater understanding of Indigenous histories and cultures. Exploring Indigenous ways of knowing and the colonial impact on Indigenous communities globally enhances backing for decolonization from settler societies by immersing readers in Indigenous stories (Justice, 2018). I argue that Indigenous stories serve as a gateway to historical truths and foster a positive portrayal of Indigenous peoples. I used the word peoples in this thesis to honour the diversity of Indigenous communities on Turtle Island and to negate a pan-Indigenous ideology. In this thesis, I have created an extensive literature review and analysis that exposes subjects such as colonization, decolonization, recognition, art, and storytelling to answer the key research question: "In what ways can Indigenous stories support the socio-political goals of decolonization?" The objectives of this thesis were the following: 1. To understand how Indigenous stories can contribute to decolonization and recognition of Indigenous critical analysis. 2. To find meaning that is relevant to Indigenous experiences. 3. To showcase the creativity, vitality, resilience, and strength of Indigenous peoples as expressed through Indigenous writers. In order to find the answers I drew information from fourteen Indigenous authored stories. Indigenous stories can serve as an important introduction to understanding colonization for settler readers and to some Indigenous readers, and with such knowledge support the efforts toward decolonization. As a settler, I made the deliberate choice to incorporate fourteen books into this thesis to ensure a comprehensive understanding of the Indigenous stories. The stories were chosen through internet searches for Indigenous authors, references from friends, and best- seller lists. I then applied Florian Schneider’s (2013) discourse analysis method, a systematic step-by-step process to expose key socio-political themes within each of the texts. I applied the concept of Two-eyed seeing which was developed by Mi’kmaw Elder Albert Marshall and further developed in collaboration with Murdena Marshall, another Mi’kmaw Elder and Professor Emeritus of Mi’kmaq Studies, and Cheryl Bartlett, a settler Professor Emeritus of Biology. Their efforts aimed to enhance the connection between Indigenous Science and Western Science (Ray, 2021). I believe that the Two-Eyed Seeing framework reconciles the linear thought patterns of Western individuals with the more holistic and inclusive nature of Indigenous ways of understanding. Eight key findings were identified in the books which include: 1. The Spectre of Colonization 2. Depictions of Decolonization 3. The Devastation of Lost Language and the Understanding of Language 4. References to Historical Injustices Due to Colonial Interference 5. Land as a Life Force 6. The Tragedy of Ecological Devastation 7. Representations of Indigenous Art Forms 8. The Totality of Culture Loss These findings underpin the socio-political goals of decolonization which are centred on dismantling systems of colonial oppression and domination, addressing historical injustices, and promoting social, political, and economic equity for Indigenous communities. Decolonization aims to challenge and transform power structures, institutions, and ideologies that perpetuate colonial legacies while centering Indigenous knowledge, self-determination, and sovereignty. It seeks to create a more just and inclusive society that respects and upholds the rights and autonomy of all peoples, particularly those who have been historically marginalized and oppressed (Memmi, 1965; Fanon, Tuck & Yang, ) As a settler researcher, I utilized a Two-eyed seeing framework (Ray, 2021) as a framework to reconcile the use of Western worldviews with Indigenous worldviews. For this thesis, the Two-eyed seeing framework was a guiding principle to both work with Indigenous worldviews, to critique my Eurocentric worldview because I am a settler and to ensure that the information I was revealing in the discourse analysis was in alignment with Indigenous knowledge and experiences. These books hold educational significance, but only when handled by the Indigenous individuals. Educators and policymakers should undergo Indigenous-led training to safeguard the authenticity of Indigenous perspectives and knowledge when engaging with Indigenous stories. It is hoped that this thesis will contribute to understanding the need for decolonization and the amplification of Indigenous voices.