{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/5008"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/5008","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"Hauntings on Blackfoot land: Theorizing the hinterlands of Native teacher education programming at the University of Lethbridge","abstract":"Shortly 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.","abstract_html":"Shortly 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.","abstract_has_math":false,"creators":["Kirbyson, Emily"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017","date_published":"2017","updated_at":"2026-07-27T20:02:32Z","subjects":["Blackfoot people"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5008"],"render_values":[{"text":"hdl:10133/5008","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2017"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Blackfoot people"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5008"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["Shortly 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."]},{"key":"dc:title","label":"Title","values":["Hauntings on Blackfoot land: Theorizing the hinterlands of Native teacher education programming at the University of Lethbridge"]}]}],"canonical_facts":{"dc:date.issued":["2017"],"dc:description.other":["Shortly 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."],"dc:identifier":["hdl:10133/5008"],"dc:subject":["Blackfoot people"],"dc:title":["Hauntings on Blackfoot land: Theorizing the hinterlands of Native teacher education programming at the University of Lethbridge"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:02:32Z"}