The Intersection of Karuk Storytelling and Education

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in it – sweathouse, menstrual practices and mountain training – and the way these goals and institutions are infused by traditional storytelling. The beginning of the thesis considers how classic education existed before being overrun by American scholastic institutions, and ends with a look at how it is being revived today. The second trend is the assimilatory goals of establishing American schools in Karuk country, and removing Karuk people from that country to go to the schools. The rational behind these goals is deeply infused by American and Christian mythologies. These stories were told in the boarding schools, and continue to be told in many public schools where Karuk students study. The third trend exists somewhere between classic Karuk education and assimilatory American education, and involves telling Karuk stories in the scholastic and academic settings. This thesis shows of educational structures pose an significant factor in changes and continuance within the practice of Karuk dramaturgy, specifically the realm of storytelling. iv
Dedication Page This thesis is dedicated to my parents Karen Young-Lenk and Marty Lenk, Richie and Kathy McClellan, David and Jan Tripp, and all those who help make the Karuk Mountain Dance a continuing reality in my life and in the lives of our people. Without your efforts, endeavors like this thesis would not be possible. Yôotva, Waylon Lenk v
Page 1 and 2: Stony Brook University The official
Page 3 and 4: Copyright by Waylon Conrad Lenk 201
Page 5: Abstract of Thesis The Intersection
Page 9 and 10: List of Figures Fig. 1. The Hover C
Page 11 and 12: making the world a more beautiful p
Page 13 and 14: seven minutes, three-quarters of th
Page 15 and 16: am a Káruk-ára from the villages
Page 17 and 18: The Káruk-aráara have lived on th
Page 19 and 20: Chapter 2: Classic Káruk Education
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Page 23 and 24: wealth. A key to understanding indi
Page 25 and 26: activity between menstruating women
Page 27 and 28: structure. As such, it would be cou
Page 29 and 30: 19 th century American theorist Lew
Page 31 and 32: mainstream American life, the feder
Page 33 and 34: Or, more to the point, “I am the
Page 35 and 36: pedagogically linked to both Arnold
Page 37 and 38: movement that coincided with the re
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Page 47 and 48: Language Program at Hoopa High Scho
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Page 53 and 54: Bibliography Adams, David Wallace.
Page 55 and 56: Kroeber, A. L. “Elements of Cultu

The Intersection of Karuk Storytelling and Education

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