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Rio Grande National Forest – Assessment 12 Areas of Tribal Importance
Rio Grande National Forest – Assessment 12 Areas of Tribal Importance Rio Grande National Forest – Assessment 12 Areas of Tribal Importance Contents Introduction .............................................................................................................................................. 2 Information Sources and Gaps.................................................................................................................. 2 Existing Forest Plan Direction for Tribal Resources ................................................................................ 3 Scale of Analysis ................................................................................................................................... 3 Intertribal and Interagency Native American Graves Protection and Repatriation Act Memorandum of Understanding ................................................................................................................................... 4 Existing Tribal Rights ............................................................................................................................... 4 Previous Treaties with Ute Bands ......................................................................................................... 4 Hunting Rights: The Brunot Treaty ...................................................................................................... 5 Spiritual Rights .................................................................................................................................... -
Arizona Tewa Kwa Speech As a Mantfestation of Linguistic Ideologyi
Pragmatics2:3.297 -309 InternationalPragmatics Association ARIZONA TEWA KWA SPEECH AS A MANTFESTATIONOF LINGUISTIC IDEOLOGYI Paul V. Kroskriw 1.Introduction "Whathave you learned about the ceremonies?" Back in the Summer of.7973,when I firstbegan research on Arizona Tewa, I was often asked such questionsby a variety of villagers.I found this strange,even disconcerting,since the questionspersisted after I explainedmy researchinterest as residing in the language "itself', or in "just the language,not the culture".My academicadvisors and a scholarlytradition encouraged meto attributethis responseto a combination of secrecyand suspicionregarding such culturallysensitive topics as ceremonial language.Yet despite my careful attempts to disclaimany researchinterest in kiva speech (te'e hi:li) and to carefully distinguish betweenit and the more mundane speech of everyday Arizona Tewa life, I still experiencedthese periodic questionings.Did thesequestions betray a native confusion of thelanguage of the kiva with that of the home and plaza? Was there a connection betweenthese forms of discoursethat was apparent to most Tewa villagersyet hidden fromme? In the past few years, after almost two decadesof undertaking various studiesof fuizonaTewa grammar, sociolinguistic variation, languagecontact, traditional nanatives,code-switching, and chanted announcements,an underlying pattern of languageuse has gradually emerged which, via the documentary method of interpretationhas allowed me to attribute a new meaning to these early intenogations.2The disparatelinguistic and discoursepractices, I contend, display a commonpattern of influencefrom te'e hi:li "kiva speech".The more explicit rules for languageuse in ritual performance provide local models for the generation and anluationof more mundanespeech forms and verbal practices. I Acknowledgements.I would like to thank Kathryn Woolard for her commentson an earlier rcnionof thisarticle which was presentedas part of the 1991American Anthropological Association rymposium,"language ldeologies: Practice and Theory'. -
Language Communities in the Village of Tewa
Language & Communication 38 (2014) 8–17 Contents lists available at ScienceDirect Language & Communication journal homepage: www.elsevier.com/locate/langcom Borders traversed, boundaries erected: Creating discursive identities and language communities in the Village of Tewa Paul V. Kroskrity* University of California, Los Angeles, Department of Anthropology, 341 Haines Hall-Box 951553, Los Angeles, CA 90095-1553, United States abstract Keywords: Today the Village of Tewa, First Mesa of the Hopi Reservation in Northern Arizona expe- Language Endangerment riences unprecedented linguistic diversity and change due to language shift to English. Linguistic Revitalization Despite a wide range of speaker fluency, the now emblematic Tewa language that their Languages as Emblems of Identity ancestors transported from the Rio Grande Valley almost 325 years ago, is widely valorized Language Ideologies within the community. However Language factions have emerged andtheir debates and Speech/Language Community Tewa contestations focus on legitimate language learning and the proper maintenance of their emblematic language. Boundary creation and crossing are featuresof discourses that rationalize possible forms of language revitalization and construct communities across temporal barriers. The theoretical implications of these discourseson both local and theoretical notions of language/speech community are explored. Ó 2014 Elsevier Ltd. All rights reserved. 1. Introduction As in many communities faced with language endangerment, discourses of language and identity have been multiplied and magnified by contemporary transformations in the Village of Tewa. But this is a community wherein language and group identity have an especially long and rich history of linkage in actual practice and in indigenous metalinguistic commentary. Today the Arizona Tewas number around seven hundred individuals who reside on and near the Village of Tewa on First Mesa of the Hopi Reservation in NE Arizona. -
Telepoem Booth® Santa Fe
Telepoem Booth® Santa Fe by © Elizabeth Hellstern, 2019 funded through the City of Santa Fe Arts Commission This Telepoem Booth® is fully ADA Compliant The directory is printed in 18 pt. font. Feel free to adjust the phone volume on the volume control button. The full text of poems is available in this directory and online at telepoembooth.com/directories. Online PDF Telepoem Booth® directories compatible with vision-impaired translation devices are also available at telepoembooth.com/directories. Instructions: This phone is NOT WIRED for making outside calls. Emergency calls are not possible on this telephone. This phone provides free access to poetry recordings. 1. Locate a Telepoem number in the Telepoem Book. 2. Pick up the hand-set. 3. Dial ENTIRE TELEPOEM NUMBER (including area code.) 4. Repeat number dialing for entire Telepoem number. 5. Listen to the poem. (Adjust volume as necessary on volume control button at top left of phone.) 6. Hang up the phone when done. For more information, visit TelepoemBooth.com or facebook.com/ TelepoemBooth. For other directories of poems available to dial in this booth, visit telepoembooth.com/directories. © All poems used with permission. (Poems are only available to listen to in Telepoem Booths.) 4 Aylward-Bower Telepoem Booth® TELEPOEM BOOTH® POETS Aylward, Susan A susanaylward.wordpress.com The Black and the Light (1:30)...................................(505) 295-2522 B I Am From (2:22)........................................................(505) 295-4263 Seasons (:31).............................................................(505) -
Spanish Relations with the Apache Nations East of the Rio Grande
SPANISH RELATIONS WITH THE APACHE NATIONS EAST OF THE RIO GRANDE Jeffrey D. Carlisle, B.S., M.A. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS May 2001 APPROVED: Donald Chipman, Major Professor William Kamman, Committee Member Richard Lowe, Committee Member Marilyn Morris, Committee Member F. Todd Smith, Committee Member Andy Schoolmaster, Committee Member Richard Golden, Chair of the Department of History C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Carlisle, Jeffrey D., Spanish Relations with the Apache Nations East of the Río Grande. Doctor of Philosophy (History), May 2001, 391 pp., bibliography, 206 titles. This dissertation is a study of the Eastern Apache nations and their struggle to survive with their culture intact against numerous enemies intent on destroying them. It is a synthesis of published secondary and primary materials, supported with archival materials, primarily from the Béxar Archives. The Apaches living on the plains have suffered from a lack of a good comprehensive study, even though they played an important role in hindering Spanish expansion in the American Southwest. When the Spanish first encountered the Apaches they were living peacefully on the plains, although they occasionally raided nearby tribes. When the Spanish began settling in the Southwest they changed the dynamics of the region by introducing horses. The Apaches quickly adopted the animals into their culture and used them to dominate their neighbors. Apache power declined in the eighteenth century when their Caddoan enemies acquired guns from the French, and the powerful Comanches gained access to horses and began invading northern Apache territory. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
2010 Census CPH-T-6. American Indian and Alaska Native Tribes in the United States and Puerto Rico: 2010
2010 Census CPH-T-6. American Indian and Alaska Native Tribes in the United States and Puerto Rico: 2010 Description of Table 66. This table shows data for American Indian and Alaska Native tribes alone and alone or in combination for Puerto Rico. Those respondents who reported as American Indian or Alaska Native only and one tribe are shown in Column 1. Respondents who reported two or more American Indian or Alaska Native tribes, but no other race, are shown in Column 2. Those respondents who reported as American Indian or Alaska Native and at least one other race and one tribe are shown in Column 3. Respondents who reported as American Indian or Alaska Native and at least one other race and two or more tribes are shown in Column 4. Those respondents who reported as American Indian or Alaska Native in any combination of race(s) or tribe(s) are shown in Column 5, and is the sum of the numbers in Columns 1 through 4. For a detailed explanation of the alone and alone or in combination concepts used in this table, see the 2010 Census Brief, “The American Indian and Alaska Native Population: 2010” at <www.census.gov/prod/cen2010/briefs/c2010br-10.pdf>. Table 66. American Indian and Alaska Native Population by Tribe1 for Puerto Rico: 2010 Source: U.S. Census Bureau, 2010 Census, special tabulation. Internet release date: December 2013 Note: Respondents who identified themselves as American Indian or Alaska Native were asked to report their enrolled or principal tribe. Therefore, tribal data in this data product reflect the written tribal entries reported on the questionnaire. -
Law Extends Tribes' COVID Relief Deadline, Adds Funds
Tribes COLUMN COMMUNITY New administration LARRY’S CORNER Front line health reclaiming seeks diversity in Is this care workers Politically cor- receive first doses lands filling jobs rect? Read about of COVID-19 how Larry might vaccination at ‘actually be... Tuba City... happening -More on pg. 18 -More on pg. 19 More on Page 16 More on Page 8 January 20, 2021 Volume 29 Number 2 42˚/ 31˚ Sunny ~Est. 1987 • OFFICIAL NEWSPAPER OF THE HOPI TRIBE • NEWS SOURCE FOR THE HOPI PEOPLE~ First Mesa Annual Clean-Up Project Receives $20,000 Grant Story on Page 2 First Mesa Community members cleaning trash on the north side of the mesa below Tewa Village. Photo taken by Hannah McElgunn HOPI TUTUVENI PO BOX 123 KYKOTSMOVI, AZ 86039 Law extends 1110-01600-7460 ADDRESS SERVICE REQUESTED tribes’ COVID relief deadline, -More on pg. 17 adds funds 2 Hopi Tutuveni January 20, 2021 FirstValerie Nuvayestewa, Mesa First Mesa Annual An- to be humble Clean-Up farmers and helping to be Project Receives $20,000 Grant nual Clean-Up Project Representative caretakers of this earth. Yoo-yangw, our For Hopi Tutuveni grandfather, acquired the land we farm by maintaining his commitment as Kat- First Mesa, Ariz. - January 7, 2021 First sin-mongwi (Kachina chief) at Mongkiva Mesa Annual Clean-up has been selected (Chief kiva) in Walpi Village, located on as a member of Youth Outside’s Liberated First Mesa. He spiritually believed that Paths inaugural grantee cohort. This grant the rains come in happiness to visit the making program prioritizes the leadership fields of the Hopi people living in harmo- of communities of color in solving some ny with all living beings. -
Ancient American Board Games, I: from Teotihuacan to the Great Plains
Ancient American Board Games, I: From Teotihuacan to the Great Plains Thierry Depaulis Abstract Besides the ubiquitous patolli—a race game played on a cruciform gameboard—the Aztecs had obviously a few other board games. Unfor- tunately their names have not been recorded. We owe to Diego Durán, writing in the last quarter of the 16th century from local sources, some hints of what appears to be a “war game” and a second, different race game that he calls ‘fortuna’. A close examination of some Precolumbian codices shows a rectangular design with a chequered border, together with beans and gamepieces, which has correctly been interpreted as a board game. Many similar diagrams can be seen carved on stone in temples and public places, from Teotihuacan (c. 4th-7th century AD) to late Toltec times (9th-12th century AD). Of this game too we do not know the name. It has tentatively been called quauhpatolli (“eagle- or wooden-patolli”) by Christian Duverger (1978)—although this seems to have been the classic post-conquest Nahuatl name for the game of chess—or “proto-patolli”, and more concretely “rectángulo de cintas” (rectangle of bands) by William Swezey and Bente Bittman (1983). The lack of any representation of this game in all Postcolumbian codices, as painted by Aztec artists commissioned by Spanish scholars interested in the Aztec culture, is clear indication that the game had disappeared before the Spanish conquest, at least in central Mexico. No Aztec site shows any such gameboard. Fortunately this game had survived until the 20th (and 21st!) century but located in the Tarascan country, now the state of Michoacán. -
89 Annual Meeting
Meeting Handbook Linguistic Society of America American Dialect Society American Name Society North American Association for the History of the Language Sciences Society for Pidgin and Creole Linguistics Society for the Study of the Indigenous Languages of the Americas The Association for Linguistic Evidence 89th Annual Meeting UIF+/0 7/-+Fi0N i0N XgLP(+I'L 5/hL- 7/-+Fi0N` 96 ;_AA Ti0(i-e` @\A= ANNUAL REVIEWS It’s about time. Your time. It’s time well spent. VISIT US IN BOOTH #1 LEARN ABOUT OUR NEW JOURNAL AND ENTER OUR DRAWING! New from Annual Reviews: Annual Review of Linguistics linguistics.annualreviews.org • Volume 1 • January 2015 Co-Editors: Mark Liberman, University of Pennsylvania and Barbara H. Partee, University of Massachusetts Amherst The Annual Review of Linguistics covers significant developments in the field of linguistics, including phonetics, phonology, morphology, syntax, semantics, pragmatics, and their interfaces. Reviews synthesize advances in linguistic theory, sociolinguistics, psycholinguistics, neurolinguistics, language change, biology and evolution of language, typology, and applications of linguistics in many domains. Complimentary online access to the first volume will be available until January 2016. TABLE OF CONTENTS: • Suppletion: Some Theoretical Implications, • Correlational Studies in Typological and Historical Jonathan David Bobaljik Linguistics, D. Robert Ladd, Seán G. Roberts, Dan Dediu • Ditransitive Constructions, Martin Haspelmath • Advances in Dialectometry, Martijn Wieling, John Nerbonne • Quotation and Advances in Understanding Syntactic • Sign Language Typology: The Contribution of Rural Sign Systems, Alexandra D'Arcy Languages, Connie de Vos, Roland Pfau • Semantics and Pragmatics of Argument Alternations, • Genetics and the Language Sciences, Simon E. Fisher, Beth Levin Sonja C. -
John P. Harrington Papers 1907-1959
THE PAPERS OF John Peabody Harringtan IN THE Smithsonian Institution 1907-1957 VOLUME FOUR A GUIDE TO THE FIELD NOTES: NATIVE AMERICAN HISTORY, LANGUAGE, AND CULTURE OF THE SOUTHWEST EDITED BY Elaine L. Mills and AnnJ Brickfield KRAUS INTER ATIONAL PUBLICATIONS A Division of Kraus-Thomson Organization Limited THE PAPERS OF John Peabody Harringtan IN THE Smithsonian Institution 1907-1957 VOLUME FOUR A GUIDE TO THE FIELD NOTES: Native American History, Language, and Culture of the Southwest Prepared in the National AnthropologicalArchives Department ofAnthropology National Museum ofNatural History Washington, D.C. THE PAPERS OF John Peabody Harringtan IN THE Smithsonian Institution 1907-1957 VOLUME FOUR A GUIDE TO THE FIELD NOTES: Native American History, Language, and Culture of the Southwest EDITED BY Elaine L. Mills and AnnJ. Brickfield KRAUS INTERNATIONAL PUBLICATIONS A Division of Kraus-Thomson Organization Limited White Plains, N.Y. © Copyright The Smithsonian Institution 1986 All rights reserved. No part ofthis work covered by the copyright hereon may be reproduced or used in anyform or by any means-graphic, electronic, or mechanical, including photocopying, recording or taping, information storage and retrieval systems-without written permission ofthe publisher. First Printing Printed in the United Str.:tes of America The paper in this publication meets the minimum Contents requirements of American National Standard for Information Science- Permanence of Papers for Printed Library Materials, ANSI Z39.48-1984. INTRODUCTION N / Vll Library ofCongress Cataloging-in-Publication Data Scope and Content ofthis Publication IV / vn (Revised for vol. 4) History ofthe Papers and the Microfilm Edition IV / vnl Harrington, John Peabody. The papers ofJohn Peabody Harrington in the Editorial Procedures IV / X Smithsonian Institution, 1907-1957. -
Native-Language Education: Addressing the Interests of Special Populations Within U.S
Native-Language Education: Addressing the Interests of Special Populations within U.S. Federal Policy by Jane Best and Allison Dunlap As the reauthorization of the Elementary and Secondary Education Act (ESEA) approaches, policymakers are considering strategies that will achieve what the law initially set out to do—narrow achievement gaps and ensure that all students are proficient in academic subjects. Although there are numerous research-based strategies that can improve the condition of education, not every strategy will work for all students. Special populations such as American Indians, Alaska Natives, and Native Hawaiians, for instance, are in unique circumstances that merit alternative approaches. Among alternative approaches for these groups is native- language education—a promising, potentially scalable practice that is currently only used sporadically. Research has shown that culturally based education, including the use of native languages, can have significant positive effects for students, including improved retention, graduation rates, college attendance rates, and standardized test scores (Demmert & Towner, 2003; Wilson & Kamana, 2006; Prease-Pretty On Top, n.d.). Support for native-language education is growing, particularly among indigenous leaders and groups such as the National Indian Education Association, the National Indian School Boards Association, and the National Congress of American Indians (Rehyner, 2010; Navajo Nation, 2011). Despite its potential promise, however, the use of native-language education and its efficacy is still variable. Part of this variability can be attributed to provisions within U.S. federal law. This brief provides an overview of three federal laws that address native-language education: the Native American Languages Act (NALA), the Esther Martinez Native American Languages Preservation Act (NALPA), and ESEA’s 2002 iteration and current law, the No Child Left Behind Act (NCLB).