Deliverance from American Indian Spirits- Babylonian Heritage
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Teachers Learning Lucha in Oaxaca, Mexico
FIRE: Forum for International Research in Education Vol. 5, Iss. 2, 2019, pp. 6-27 TRAINED TO RESIST: TEACHERS LEARNING LUCHA IN OAXACA, MEXICO Christian Alejandro Bracho1 University of La Verne, USA Abstract Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers’ capacities to operate as political actors, in opposition to standardized and apolitical professional models. Keywords: teacher training; activism; resistance; Oaxaca; normal schools In 2006, teachers in Oaxaca, Mexico made international headlines when they led a popular rebellion against the local and federal authorities, in opposition to the violent crackdown of a teachers’ strike over the summer. Dozens of teachers and activists were killed, and hundreds were injured over several months of insurrection. In 2014, 43 student teachers from a teacher training college (i.e., a normal school) were kidnapped and massacred while traveling around Guerrero state in an effort to organize funds for a strike in October, one that would commemorate the Tlatelolco Massacre in Mexico City in 1968. -
Running Head: Structural Violence Against Indigenous Oaxacans: a Transnational 1 Phenomenon
Running head: Structural Violence Against Indigenous Oaxacans: A Transnational 1 Phenomenon Structural Violence Against Indigenous Oaxacans: A Transnational Phenomenon Andrew Tarbox Submission for Social Sciences Structural Violence Against Indigenous Oaxacans: A Transnational Phenomenon 2 Structural violence refers to the “social arrangements that systematically bring subordinated and disadvantaged groups into harm’s way and put them at risk for various forms of suffering” (Benson, 2008, p. 590). In the agricultural labor sector in the United States, structural violence takes the form of “deplorable wages and endemic poverty, forms of stigma and racism, occupational health and safety hazards, poor health” (Benson, 2008, p. 591). This system of structural violence began to develop in the agricultural sector in the nineteenth century. Before the nineteenth century, “the living and working conditions faced by farmworkers were not markedly different from those of industrial workers” (Thompson & Wiggins, 2002, p. 140). However, continuing into the twentieth century and especially through the New Deal reforms, the same degree of protection toward industrial workers did not extend to workers in the agricultural sector (Thompson & Wiggins, 2002). The lack of regulation in the agricultural sector has persisted. In addition, the 1994 North American Free Trade Agreement (NAFTA) sparked the flight of about 400,000 Mexican immigrants to the United States between 2000-2005 because American farmers were given large subsidies and could export agricultural goods cheaply; Mexican famers migrated to the United States because it became difficult to earn wages in Mexico from exports to the United States (Delgado-Wise & Márquez Covarrubias, 2007). Indigenous Mexicans, especially from the state of Oaxaca, made up a large proportion of those who fled. -
Pow Wow Program
The Kathryn M. Buder Center for American Indian Studies promotes preparation of professionals to assume leadership positions in social services and governmental institutions dedicated to improving the lives of American Indians. Scholarships The Brown School has one of the largest social work financial aid programs in the country including scholarships, loans, and work-study programs. The Kathryn M. Buder Charitable Foundation offers full scholarships to American Indian/Alaska Native students who plan to practice social work in American Indian communities. These scholarships provide tuition, monthly stipends, professional development opportunities, and books for two years of full-time study. The Brown School’s Center for Social Development provides a Buder Doctoral Fellowship. This fellowship is awarded to an outstanding doctoral student with expressed interest in American Indian studies and social work. 2015 Pow Wow Agenda A Special Thank You! The Pow Wow Committee would like to take a moment to express our gratitude to 10:00 am Contest Registration Opens the people who helped make our Pow Wow a success. We appreciate their time, Vendor Booths Open donations, inancial assistance, and attention. 11:00 am Gourd Dancing Dean Edward F. Lawlor Kemper Art Museum 12:00 ‐ 4:00 pm Grand Entry Angela Gilbreath Metro St. Louis American Indian Student Association Music Department Flag Song Art History & Archeology Performing Arts Department Veteran Song Department Kathryn M. Buder Charitable Victory Song (Post Colors) Biology Department Foundation Center for Diversity Inclusion Faculty, Staff, and Students of the Invocation Center for Humanities Brown School Introductions Diversity Awareness Partnership Washington University in St. Louis East Asian Languages & Cultures St. -
Your Guide to Understanding and Enjoying Powvwows
Indian Education for All Your Guide to Understanding and Enjoying Pow Wows Thanks to: Murton McCluskey, Ed.D. Revised January 2009 TABLE OF CONTENTS Introduction ...................................................................... 1 History of the Pow Wow ............................................... 2-3 The Pow Wow Committee ............................................ 4 Head Staff ............................................................. 4 Judges and Scoring................................................ 4-6 Contest Rules and Regulations ................................... 7 Singers..................................................................... 7 Dancers................................................................... 8 The Grand Entry................................................... 8 Pow Wow Participants.......................................... 9 The Announcer(s) ................................................ 9 Arena Director....................................................... 9 Head Dancers......................................................... 9 The Drum, Songs and Singers..................................... 10 The Drum...............................................................10 Singing..................................................................... 10-11 The Flag Song........................................................ 12 The Honor Song.................................................... 12 The Trick Song.......................................................12 Dances and Dancers....................................................... -
Triqui Tonal Coarticulation and Contrast Preservation in Tonal Phonology∗
TRIQUI TONAL COARTICULATION AND CONTRAST PRESERVATION IN TONAL PHONOLOGY∗ CHRISTIAN DICANIO Haskins Laboratories Tonal languages vary substantially in the degree in which coarticulation occurs across word boundaries. In languages like Mandarin, coarticulation is strong and results in extensive variation in how tones are produced (Xu, 1994). In languages like Thai, coarticulation is noticeably weaker and does not result in the same degree of tonal overlap (Gandour, Tum- tavitikul, and Satthamnuwong, 1999). Just what accounts for such differences? The current study examines how tones are coarticulated in Itunyoso Triqui (IT), an Oto-Manguean lan- guage with nine lexical tones, across different contexts and speech rates. The findings show that contour tones influence the production of adjacent tones significantly more than level tones do, often resulting in tonal assimilation. Though, the degree of assimilation across contexts was relatively small in comparison to previous work on tonal coarticulation. Tonal dissimilation between the highest and lowest tones in the experiment and F0 range expan- sion during faster speech rate were also observed. These findings suggest that IT speakers actively preserve tonal contrasts in their language in conditions where one would antici- pate the greatest mechanical overlap between tones. The ramifications of this research are discussed in relation to the literature on tone production and perception. This research pre- dicts that tonal languages which more heavily weigh F0 height as a tonal cue undergo less coarticulatory variation than those which weigh F0 slope more heavily. Keywords: tone, coarticulation, Oto-Manguean, speech rate Introduction In the initial stage of describing a tone language, one typically examines how each lexical tone is pro- duced in isolated words. -
3Rd Kahwinhut Earles Caddo Batah Kuhu Alligator Gar Effigy Bottle 2Nd
2018 TOTAS Winners Pottery Category 3rd Kahwinhut Earles Caddo Batah Kuhu Alligator Gar Effigy Bottle 2nd David Pruitt Cherokee Nation Hands of Hope 1st Jane Osti Cherokee National Treasure Earth, Spirit and Fire Basketry Category Honorable Mention Mike Dart Cherokee National Treasure Four winds 3rd Renee Hoover Cherokee Nation Cherokee Rosebuds 2nd Vivian Garner-Cottrell Cherokee National Treasure Lidded Basket with Curls 1st Mike Dart Cherokee National Treasure Wild Onion Gathering Basket Miniature Category 3rd Daniel HorseChief Cherokee Nation Cherokee Lighthorse 2nd Dylan Cavin Choctaw Nation Pilgrimage South 1st Norma Howard Chickasaw, Choctaw Walking Home from the Store Jewelry Category 3rd Sally Williams Cherokee Nation Water is Life 2nd Dave Richards Cherokee Nation Cherokee Rose Brooch 1st Toneh Chuleewah Cherokee Nation Hero Twins Graphics Category Honorable Mention Sac and Fox, Seminole, Muscogee Tony Tiger Creek Transformation: State of Being Ron Mitchell Cherokee Nation Out of the Darkness Disregard for Your Language is Like Cutting Out Keli Gonzales Cherokee Nation Your Grandmother's Tounge 3rd Roy Boney, Jr. Cherokee Nation If You Want It Done Right Think In Cherokee 2nd Jake Waytula Cherokee Nation The Deer Woman 1st Keep, Out, Indian Reservation, Government John Gritts Cherokee Nation Property Painting Category Honorable Mention Vincent Brave Osage, Cherokee Battle for the Plains MaryBeth Timothy Cherokee Nation See Their Wax Wings Kindra Swafford Cherokee Nation Bond 3rd Mark Wolfe Cherokee Nation The Owls Are Afraid of Aunt Jency 2nd Dan B. Timmons Cherokee Nation Snack Time 1st Kenny Henson Cherokee Nation Awi Usdi and the Invasive Species Sculpture Category Honorable Mention John M. Williams Cherokee Nation George Whitehair Bill Glass, Jr. -
The Health of Migrant Oaxacan Farm Workers in California Ornelas 1
The Health of Migrant Oaxacan Farm Workers in California Ornelas 1 Introduction The Oaxacan Farm-Working Community in California In the United States, 68 of the 72% foreign born farmworkers originate from Mexico. Of this According to a study conducted by the California percentage, 20% are from the southern states of Farm Labor Force, 38% of the new farmworker Mexico, including Oaxaca.1 labor force in 2005 included indigenous Mexicans, making them the fastest growing farm labor group in When first migrating to the United States, these California5. An estimated 100,000 to 150,000 farmworkers are “astonishingly healthy….despite indigenous Oaxacans live in California6, while a being poorer, less educated, and medically total of 1 million Oaxacans are estimated to live in underserved.”2 However, with increased time in the the United States7. United States, and with generation after generation, their health status as a group decreases.2 The indigenous Oaxacan community is not homogeneous. In Oaxaca, there are 17 distinct Current research shows that Mexican farmworkers, indigenous languages and cultures. In California, the as compared to the general population, have high top three communities are the Mixtec, Trique, and rates of obesity, hypertension, elevated cholesterol, Zapotec people, who speak Mixteco, Triqui, and and have limited access to health care due to lack of Zapoteco respectively. The Zapotec people are health insurance or legal status. Compounded with mostly concentrated in cities such as Los Angeles. their dangerous occupation, Mexican farmworkers The Mixtec people are mostly concentrated in the are at increased risk for cardiovascular diseases, Central Valley, and the Trique people are mostly diabetes, musculoskeletal injuries, upper respiratory concentrated in the Central Valley and Northern diseases, and other life-threatening conditions3. -
June 2011 Tribal Newsletter Single Pages.Indd
JUNE 2011 In this issue : 2011 Pow Wow Schedule Chairman’s Corner 2 Pow-Wow Gate Hours: Veteran’s song June 17 – 23, 2011 8:00am to 10:00pm Closing song for the evening Departmental News 3 June 24 – July 11, 2011 Open 24 /7 AFTER HOURS Tornado Response 3 Camper Registration – Conference Room Registration for all stomp dance leaders and shell shakers June 30th and July 1st, 2011 8:00am-4:30pm Stomp dance contest Research Project 4 July 2nd , 2011 at 8:00am SUNDAY- JULY 3RD, 2011 Miami School Event 4 FRIDAY - JULY 1, 2011 7:00 am Pow-Wow ground morning fl ag rising 7:00 am Pow-Wow ground morning fl ag rising At or around 9:00 am Registered Camper Rations. Contact Info 4 2:00 - 5:00 pm Gourd dancing and specials EVENING ACTIVITIES 5:00 - 6:00 pm Break for supper Campaign Letters 5-8 6:30 pm Dancers registration to be opened 7:00 pm Gourd Dance EVENING ACTIVITIES College Countdown 8 8:00 pm Opening Prayers 7:00 pm Gourd dancing and specials 8:15 pm Grand Entry and Registration closed 8:15 pm Grand entry New TAG Hours 9 Flag Song Opening prayer and fl ag song Quapaw Memorial Song Round dancing Business Committee 6-14 Round Dance Introduction of head staff and princess Minutes Welcome by the Tribal Business Inter-tribal Committee Chairman Notice of Candidacy 11 Introduction of Head Staff CONTEST TO BE HELD TONIGHT: Introduction of Tribal Princess Golden age women combined (55 +) Goodeagle Lawsuit 14 Crowning of 2011 Pow-Wow Princess Golden age men combined (55+) Inter-Tribal Dancing Teen jingle 13 – 19 Am I Covered? 14 Teen grass 13 – 19 CONTEST TO BE HELD TONIGHT: Teen traditional 13 – 19 Grand Lake Study 15 Tiny tots contest Women’s jingle 20 – 54 Jr. -
The Copala Triqui Auxiliary Construction for Emotional and Psychological Predicates
University at Albany, State University of New York Scholars Archive Anthropology Faculty Scholarship Anthropology Winter 2-2013 The Copala Triqui auxiliary construction for emotional and psychological predicates George Aaron Broadwell [email protected] Follow this and additional works at: https://scholarsarchive.library.albany.edu/cas_anthro_scholar Part of the Language Description and Documentation Commons, Linguistic Anthropology Commons, and the Syntax Commons Recommended Citation Broadwell, George Aaron, "The Copala Triqui auxiliary construction for emotional and psychological predicates" (2013). Anthropology Faculty Scholarship. 1. https://scholarsarchive.library.albany.edu/cas_anthro_scholar/1 This Presentation is brought to you for free and open access by the Anthropology at Scholars Archive. It has been accepted for inclusion in Anthropology Faculty Scholarship by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. Presented at International Conference on Mesoamerican Linguistics, Fullerton, CA February 2013 The Copala Triqui auxiliary construction for emotional and psychological predicates George Aaron Broadwell University at Albany, State University of New York1 1 Background 1.1 Orientation and word order Copala Triqui is an Otomanguean language in the Mixtecan family. It is spoken in Oaxaca, Mexico and by immigrants to other parts of Mexico and to the United States. Approximately 800- 1,000 speakers live in the Albany, New York area. Like most other Otomanguean and Mesoamerican languages, Copala Triqui is a head-initial language. VSO is the most basic word order: 1. A’níí Mariá chraa rá yoó a. put Maria tortilla in tenate decl ‘Maria puts the tortilla in the tenate.’ 1 I extend my sincere thanks to three Copala Triqui speakers – Román Vidal López, José Fuentes, and Irma Fuentes – who have helped me in in learning about this language. -
University of Oklahoma Libraries Western History Collections Indians
University of Oklahoma Libraries Western History Collections Indians for Indians Collection Indians for Indians was a radio program that aired on WNAD, the University of Oklahoma’s radio station. The program began in April 1941, and aired from 1:00pm to 1:30pm on Tuesdays. It was a 30-minute broadcast until 1951, when it expanded to a full hour. The program presented Oklahoma Indian music, the latest Indian news, and announcements about local events including powwows. Indians for Indians was created by Sac and Fox chief, Don Whistler, who served as emcee from 1941 to 1951. The Indians for Indians Collection contains 125 reel-to-reel tapes, all recorded from the 1940s through the 1970s. The collection records over 100 hours of original Indian music by individuals and groups from many different tribes. Whistler invited selected tribal members to Norman and recorded their live performances. These broadcasts contain ceremonial, social, and religious songs and music of Apache, Comanche, Cheyenne, Arapaho, Kiowa, Creek, Seminole, Sac and Fox, Shawnee, Caddo, Pawnee, Osage, Ponca, Otoe, Iowa, Wichita, Sioux, Hopi, Cherokee Indians and other tribes. The programs were originally recorded on discs with some later re- recorded on reel-to-reel tapes. Each tape contains recordings of several broadcasts and some may contain only the performance portions of a program. ****************************************************************************** The earliest Indians for Indians original discs (1943-1950) were given to the Library of Congress for permanent preservation in 1987. They are located at the American Folklife Center of the Library of Congress. This is the citation for their IFI Collection: Title: Indians for Indians Hour Collection Description: One hundred twenty-one discs of the radio program, "Indians for Indians Hour," hosted by Don Whistler. -
Download 2015 Manito Ahbee Festival Program
Celebrating 10 Years! Presented By FESTival pRogRaM SEpTEMbER 9-13 2015 MTS CENTRE WINNIPEG, MANITOBA, CANADA indigenousmusicawards.com manitoahbee.com NeedNeed fundingfunding forfor youryour nextnext project?project? ApplyApply for for FACTOR FACTOR fundingfunding atat www.factor.cawww.factor.ca to to get get help help for for tours, tours, sound sound recordings,recordings, andand music music videos. videos. We acknowledge the financial support We ofacknowledge Canada’s private the financial radio broadcasters. support of Canada’s private radio broadcasters. contentsTABLE OF About Manito Ahbee ............................................................................. 4 Welcome/Messages ............................................................................. 5 Board of Governors .............................................................................. 6 Greetings ............................................................................................... 8 Event Staff ............................................................................................ 12 Special Thanks .................................................................................... 23 Our Sponsors ...................................................................................... 32 Official Schedule .................................................................................. 34 IMA EvEnts >>> Red Carpet ........................................................................................... 25 The Hosts ........................................................................................... -
Based Initial Education in Indigenous Oaxaca, Mexico
Teaching Our Own Babies 5 Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico Lois M. Meyer University of New Mexico, U.S.A. Abstract In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico), this study provides partial results of a one-year (2011-2012) intensive professional development experience (called a diplomado) for 35 indigenous teachers of Initial Education who attend pregnant mothers and infants from birth to 3 years old in marginalized communities of Oaxaca, Mexico. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the collectivized practices, original languages, values and governance structures (together known as comunalidad) of the rural indigenous communities where they teach. The intent was to generate an authentic, bilingual, and community-based approach to Initial Education - a ground- breaking alternative to the Mexican government’s homogeneous approach. An analysis of their autobiographies indicated that these Oaxacan indigenous teachers faced a complex of internal and external challenges in this radical, regenerative work: they are young, female, mostly novice teachers, they lack professional preparation, and they have confronted racism throughout their own lives, especially and intensely in Mexican public schools. In the process of documenting communal life and early childhood socialization practices in rural communities where they teach, they confronted their own (often uneasy) biculturalism and bilingualism. “Communalizing” early education in indigenous Oaxaca involves reconstructing and revitalizing the indigenous identities and language use of children and teachers alike – a challenging, invaluable and achievable task.