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DOCUMENT RESUME ED 425 090 SO 029 302 AUTHOR Belauus, Betty; Botein, Emily; Cadaval, Olivia TITLE Borders and Identity: A Resource Guide for Teachers = Identidad y Fronteras: Una Guia para Maestros. INSTITUTION Smithsonian Institution, Washington, DC. Center for Folklife Programs and Cultural Studies. PUB DATE 1996-00-00 NOTE 259p.; Accompanying videotape is not available from EDRS. AVAILABLE FROM Smithsonian Folkways Mail Order, 414 Hungerford Dr., Suite 444, Rockville, MD 20850; Tel: 800-410-9815 (Toll-Free); Fax: 301-443-1819 (Catalog No. SF90010, $55). PUB TYPE Guides Non-Classroom (055) LANGUAGE English, Spanish EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Area Studies; Cultural Differences; Ethnic Groups; Foreign Countries; Heritage Education; *Latin American History; *Minority Groups; Multicultural Education; Secondary Education; Social Studies; *Spanish; *United States History IDENTIFIERS *Latin American Studies; Mexico; *Mexico United States Border ABSTRACT The materials in this resource guide include a four-part video, a poster-size cultural map with additional exercises, and the five sections of this guide. The unit, presented in English and Spanish, intends to introduce students to the peoples and cultures of the U.S.-Mexico border, to explore the concept of borders in their own communities, to use ethnographic investigation methods, and to foster critical thought through the use of oral interviews and other primary source materials. Each section of the guide begins with an introduction for teachers and then allows them to customize the materials for the individual classroom and students. The sections of the guide include: (1) "Introduction: What Does Borders and Identity Mean?"; (2) "History and Identity"; (3) "Celebrations and Identity"; (4) "Expressive Traditions and Identity"; (5) "Occupations and Identity"; and (6) "Borders and Identity in Your Own Community." An appendix includes a timeline of key dates, a glossary of cultural concepts and border terminology, an example of a 'corrido', an annotated resource 14QI-ing and bibliography of historical and literary sources, a transcript of the video narration, and reprinted articles from the 1993 Festival of American Folklife program book. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** BORDERS AND IDENTITY A Resource Guide for Teachers IDENTIDAD Y FRONTERAS Una guia para maestros U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION / DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY 0 This document has been reproduced as received from the pemon or organization originating it. 0 Minor changes have been made to improve reproduction quality. .===. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 BEST COPY AWAKE , ONTENIDO Prefacio: ANTECEDENTES DE LOS MATERIALES DE IDENTIDAD Y FRONTERAS11 Introduecion: SIONIFICA IDENTIDAD Y FRONTERAS? 21 INTRODUCCI6N PARA EL MAESTRO 22 EJERCICIOS CON EL MAPA 26 1QUE ES UNA FRONTERA? 26 LECTURA DEL MAPA 26 EJERCICIOS DE IDENTIDAD 28 DEFINICION DE IDENTIDAD 28 UN TESTIMONIO DE IDENTIDAD 30 OTRA OJEADA A LA IDENTIDAD 30 APODOS 32 DISERATU CREDENCIAL DE IDENTIDAD 34 SUMARIO 36 IQUEVIENE A CONTINUACION? 36 Parte 1: HISTORIA E IDENTIDAD 39 INTRODUCCION PARA EL MAESTRO 4 DISCUSI6N DE LA CITA 42 PROYECCI6N DELVIDEO 42 EJERCICIOS 44 CRITICA DEL VIDEO 44 ELIGE UNA CITA 44 MAPA CULTURAL 46 EJERCICIOS 46 HISTORIA: INVESTIGACION,DE NUESTRO PASADO 46 LA GENTE DE LA FRONTERA IMAGENES DE LA FRONTERA: INTERPRETACION DE FOTOGRAFIAS;;:40/ / 3 riONTENTS '117 Preface: BACKGROUND TO THE BORDERS AND IDENTITY MATERIALS ii Introduction: WHAT DOES BORDERS AND IDENTITY MEAN? 21 TEACHER INTRODUCTION 23 MAP EXERCISES 27 WHAT IS A BORDER? 27 READING MAPS 27 IDENTITY EXERCISES 29 DEFINING IDENTITY29 A STATEMENT OF IDENTITY 31 ANOTHER LOOK AT IDENTITY 31 NICKNAMES33 DESIGNING YOUR OWN IDENTITY CARD 35 SUMMARY 37 WHAT'S NEXT 37 Part 1: HIsTORY ANn IDENTITY 39 TEACHER INTRODUCTION 41 DISCUSSION QUOTATION 43 VIDEO VIEWING 43 EXERCISES 45 VIDEO CRITIQUE 45 CHOOSE A QUOTATION 45 CULTURAL MAP 47 EXERCISES 47 HISTORY: INVESTIGATING OUR PAST 47 THE PEOPLE OF THE. BORDER 47 IMAGES OF THE BORDER: INTERPRETING PHOTOGRAPHS 49 4 LECTURA:HISTORIA DE LA FRONTERA 50 PREGUNTASY EJERCICIOS 54 SUMARIO 56 IQUEVIENE A CONTINUACION? 56 --- Parte 2: CELEBRACIONES E IDENTIDAD 59 INTRODUCCI6N PARA EL MAESTRO 60 DISCUSION DE LA CITA 62 PROYECCION DELVIDEO 64 EJERCICIOS 64 ANUNCIO PARA UNA CELEBRACION 64 ALTARES DE TODOS LOS DiAS 66 Los RITUALES DE CADA DIA 68 PREPARA TU PROPIA FIESTA 68 LECTURA:LAVIRGEN DE GUADALUPE 74 PREGUNTASY EJERCICIOS 76 SUMARIO 80 IQUEVIENE A CONTINUACION? 80 Parte 3: ARTE POPULAR E IDENTIDAD 83 INTRODUCCION PARA EL MAESTRO 84 DISCUSION DE LA CITA 86 PROYECCR5N DELVIDEO 86 EJERCICIOS 88 TABLA DE ARTE 88 Los CORRIDOS: LA HISTORIA CANTADA 88 LOWRIDERS: UN LLAMADO DESDE LA CALLE 92 IMPROVISACION DE TEATRO 96 LECTURA: HISTORIA DEL DOO EL PALOMOY EL GORRI6N 98 PREGUNTAS SOBRE LA LECTURA 100 LECTURA: LOS MURALES 102 PREGUNTAS Y EJERCICIOS SOBRE LA LECTURA 106 SUMARIO 108 IQUE VI EN E A CONTI NUACI6N? 108 5 READING: BORDER HISTORY 51 QUESTIONS AND EXERCISES55 SUMMARY 57 WHAT'S NEXT 57 Part 2: CELEBRATIONS AND IDENTITY 59 TEACHER INTRODUCTION 61 DISCUSSION QUOTATION 63 VIDEOVIEWING 65 EXERCISES 65 CELEBRATION ANNOUNCEMENT 65 SHRINES IN EVERYDAY LIFE67 EXPLORING EVERYDAY RITUALS 69 PLANNING YOUR OWN FIESTA71 READING:THE VIRGIN OF GUADALUPE 75 QUESTIONS AND EXERCISE 77 SUMMARY 81 WHAT'S NEXT .81 Part 3: EXPRESSIVE TRADITIONS AND IDENTITY 83 TEACHER INTRODUCTION 85 DISCUSSION QUOTATION 87 VIDEO VIEWING 87 EXERCISES 89 ART CHART 89 CORRIDOS: THE SINGING OF A STORY 89 LOWRIDERS: A STATEMENT FROM THE STREETS93 THEATER IMPROVISATION97 READING:THE STORY OF THE DUO EL PALOMOY EL GORRIoN 99 QUESTIONS 101 READING: MURALS 103 QUESTIONS AND EXERCISES 107 SUMMARY 109 WHAT'S NEXT 109 Parte 4: TRABAJO E IDENTIDAD111 INTRODUCCION PARA EL MAESTRO 112 DISCUSI6N DE LA CITA 116 PROYECCI6N DELVIDEO 116 EJERCICIOS 118 UN VISTAZO A LAS OCUPACIONES 118 TURISMO: OCUPACIONES 'if ECONOMIA 118 ENTREVISTA: PROFESIONES EN TU COMUNIDAD 120 USA LO QUE HAY A TU ALREDEDOR 120 LECTURA: INDUSTRIA: MANO DE TRABAJO BARATAY MAQUILADORAS 122 PREGUNTAS Y EJERCICIOS 124 LECTURA: PATRULLANDO LA FRONTERA INTERNACIONAL 126 PREGUNTAS Y EJERCICIOS 130 SUMARIO 134 IQUEVIENE A CONTINUACION? 134 Parte 5: FRONTERAS E IDENTIDAD EN TU COMUNIDAD137 INTRODUCCI6N PARA EL MAESTRO 138 PROYECTO DEL ESTUDIANTE 140 TU MAPA CULTURAL 140 EJERCICIOS 142 DISERATti,pRafECTO142 Bocito 144 REALIZA EL PROYECTO 144 FINALIZA EL PROYECTO 146 SEGUIMIENTO 150 Apéndice:153 FECHAS CLAVE 154 PALABRAS CLAVE 160 CORRIDO 171 BIBLIOGRAFiA 173 NARRACI6N DELVIDEO 182 REIMPRESIONES 207 Part 4: OCCUPATIONS AND IDENTITY in TEACHER INTRODUCTION 113 DISCUSSION QUOTATION 117 VIDEOVIEWING 117 EXERCISES 119 LOOKING AT OCCUPATIONS119 TOURISM: OCCUPATIONS AND ECONOMY 119 INTERVIEW: PROFESSIONS IN YOUR COMMUNITY119 USING WHAT'S AROUND 121 READING: INDUSTRY: CHEAP LABOR AND ASSEMBLY PLANTS 123 QUESTIONS AND EXERCISES 125 READING: RIDING THE INTERNATIONAL FRONTIER 127 QUESTIONS AND EXERCISES131 SUMMARY 135 WHAT'S NEXT 135 Part 5: BORDERS AND IDENTITY IN YOUR OWN COMMUNITY 137 TEACHER INTRODUCTION 139 STUDENT PROJECT 141 YOUR OWN MAP 141 EXERCISES 143 DESIGNING YOUR PROJECT 143 OUTLINE 145 CARRYING OUT THE PROJECT 145 PUTTING IT ALL TOGETHER 147 FOLLOW-UP 151 Appendix:153 KEY DATES 155 KEY WORDS 161 CORRIDO171 BIBLIOGRAPHY 173 VIDEO TRANSCRIPT 183 REPRINTS 207 a 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 PIKOJrcr TEAM / rQOMDETIKAbAJO CENTER FOR FOLKLIFE PROGRAMS & VIDEO PRODUCTION - CULTURAL STUDIES: PRODUCCION DE VIDEO: Writers Escritores: Betty Belanus, Emily Dialogue Productions: Farzin Illich and Botein, Olivia Cadaval Martha Sipple Designer and Illustrator Disefiadora e OTHER COLLABORATING INSTITUTIONS Ilustradora: Joan Wolbier - OTRAS INSTITUCIONES Design Assistant Asistente de disefio: COLABORADORAS: Karin Hayes Centro de Información de Historia Regional, Editors Editores: Carla Borden, Richard Kurin Universidad Autónoma de Nuevo Leon Project Assistants Asistentes al proyecto: Consejo Nacional para las Culturas y las Maria Crespo, Mary Richards, Elena Artes, Programa Cultural de las Fronteras Williams John E. Conner Museum,Texas A & M EL COLEGIO DE LA FRONTERA NORTE University (COLEF): Cultura Fronteriza, A.C. Primary Advisor and Spanish Editor El Paso Community College Asesora principal y editora del espanol: Margarita Miranda de Mascarefias Foundation Patricia Fernandez de Castro Museo Regional de la Universidad Autónoma Spanish-language Producers of Narration and de Baja California en Mexicali Subtitles for Video Productores de Pimeria Alta Historical Society narraci6n y subtitulos en espaiiol del video: R. Ayuntamiento de Nuevo Laredo Maria Eugenia de la 0, Departamento de Instituto Municipal de Educación y Cultura Estudios Culturales y Departamento de Raza Forever Comunicaciones Texas A & M University-Kingsville Texas A & M International PROJECT ADVISORS - Texas Folklife Resources ASESORES DEL PROYECTO: The Mariachi Festival Sin Fronteras Project Peter Brown, Norma Candi, Everardo Tumacicori National Historical Park Garduño, James Griffith,
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    2011 ERIP Conference University of California, San Diego November 3-5, 2011 Schedule of Sessions and Panels Thursday, November 3 Session 1: Thursday Nov 03, 10:00-11:45 am Panel 07 - Session 1: Thursday Nov 03, 10:00-11:45 am Del Silencio a la Palabra: Aperturas, Quiebres y Renovaciones en la Nueva Literatura Indígena Contemporánea en Latinoamérica. Organizer: Rita Palacios (California State University, Long Beach). Email: [email protected] Diana Rodríguez-Quevedo (University of Evansville): El rito: privilegio wayuu en "El encierro de una pequeña doncella" de Estercilia Simanca Pushaina. Leopoldo Peña (California State University, Long Beach): Infancia y memoria en los cuentos de Luis De Lión. Leslie Dávila (California State University, Long Beach):Inmoralidad, sexo y religión en El tiempo principia en Xibalbá de Luis de Lión . Rita Palacios (California State University, Long Beach): Un chamanismo urbano: el cuerpo erótico femenino en la poesía de Maya Cu y Rosa Chávez . Panel 13 - Session 1: Thursday Nov 03, 10:00-11:45 am Gender and Ethnicity. Organizer: Maria de Lourdes Baron Leon (Universidad Autónoma Chapingo). Email: [email protected] Manuela Picq (Amherst College): The Inheritance of Resistance: indigenous women’s legacy of political contestation. María de Lourdes Barón León (Universidad Autónoma Chapingo): Participación de las Mujeres P’urhépechas en el Ámbito Público: Condicionantes y Reconocimiento. Pedro Guevara Fefer (Universidad Michoacana de San Nicolás de Hidalgo): Interculturalidad y Género en la Nueva Ruralidad (Michoacán, México). Maria de los Angeles Peña (Universidad Central de Venezuela): Desde la mirada de las mujeres yukpas: discriminación, despojo territorial y lucha por el derecho a la tierra en Venezuela.
  • Milpa-Melipona-Maya: Mayan Interspecies Alliances Facing Agribiotechnology in Yucatan

    Milpa-Melipona-Maya: Mayan Interspecies Alliances Facing Agribiotechnology in Yucatan

    Milpa-Melipona-Maya: Mayan Interspecies Alliances Facing Agribiotechnology in Yucatan Sainath Suryanarayanan Nelson Institute for Environmental Studies University of Wisconsin-Madison [email protected] Katarzyna Beilin Department of Spanish and Portuguese Latin American, Caribbean and Iberian Studies Program University of Wisconsin-Madison [email protected] Abstract This paper examines an environmental conflict between Mayan communities and governmental authorities in Mexico’s Yucatan region. Mayan beekeepers attributed severe economic losses in honey production to the expansion of genetically engineered (GE) soy plantations. Beekeeping of Apis mellifera or “European” honey bees for the purposes of honey export is a key source of livelihood for Mayan communities. Mayan beekeepers mobilized to bring about a moratorium on GE-soy planting, but GE-seed corporations and farmers persuaded the government to lift the moratorium. We show that there is much more to the Mayan beekeepers’ resistance than their livelihood stakes in “European” bees. Focusing on historically shaped Published with Creative Commons licence: Attribution–Noncommercial–No Derivatives 470 Milpa-Melipona-Maya relationships between Mayan communities, milpa crops and indigenous Melipona bees, we develop the idea of interspecies alliance to explain the resistance of Mayan communities to the spread of GE-soy. Through ethnographically oriented fieldwork and archival research, our study sheds light on conjoined milpa-Melipona-Maya worlds struggling together to resist and survive in the face of interpenetrating climates of globalized capital and localized socio-ecological degradation. We also examine how the interspecies assemblage of milpa-Melipona-Maya has been transformed in the process through alliances with international foundations, religious groups, scientists, activists and alternative technologies.

  • (Mexican) Mennonites

    Community Assessment 1 Property of: THE REGIONAL CENTRE FOR HEALTH PROMOTION AND COMMUNITY STUDIES University of Lethhridge Community Assessment of the Kanadier (Mexican) Mennonites Final Report Prepared by Judith C. Kulig, RN, DNSc Assistant Professor School of Nursing University of Lethbridge 1 995 Community Assessment ACKNOWLEDGEMENTS A variety of individuals and organizations contributed to the successful completion of the community assessment of the Kanadier (Mexican) Mennonites. The assessment was initiated after discussions with Sharon Yanicki at Barons-Eureka-Wamer Health Unit (BEW) (now called Chinook Regional Health Authority). The ongoing support of Sharon, the Program Managers of BEW and the individual staff members was greatly appreciated. Four Public Health Nurses within BEW, who have formed their own committee to address Kanadier needs, provided insight and assistance throughout the project. My thanks to Hessina Bekkering, Diane Shaw, Carmen Torrie, and Sharon Myck. The other agency affiliated with the assessment, Kanadier Concerns, is also acknowledged for its assistance. In particular, Abe and Kathy Fehr, Mary Janzen and Bill Wiebe, who acted as interpreters during the household informant interviews and as cultural interpreters for myself and the students throughout the project are appreciated for their commitment to the Kanadier Mennonites. The students of N4500 Advanced Community Nursing willingly "went with the flow" of the project during numerous changes and alterations and completed high quality interviews and observations. These students-Rachel Bain, Laurie-Ann Baker, Arlene Chaibos, Leslie Coblenz, Marion Cote', Susan Davidge, Catherine Dickson, Sharon Dueck, Jean Groft, Shelly Hart, Betty Hnatyshyn, Anne Jamieson, Tanis LaRose, Sue-Ellen Lafave, Susan MacKinnon, Caroline Martin, Debbie Martin, Diane Meszaros, Shauna Neufeld, Suzanne Nicol, Tracy Oosterbroek, Michele Parent, Carole Requier, Terina Rindal, Carrie Rinker, Lori Weber, Wanda Wert, and Diane Wilson-devoted time and commitment; their efforts are sincerely appreciated.