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Exploring Perspectives on Landscape and Language Among Kaike Speakers in Dolpa, Nepal University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2009 Exploring Perspectives on Landscape and Language among Kaike Speakers in Dolpa, Nepal Corrie Maya Daurio The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Daurio, Corrie Maya, "Exploring Perspectives on Landscape and Language among Kaike Speakers in Dolpa, Nepal" (2009). Graduate Student Theses, Dissertations, & Professional Papers. 417. https://scholarworks.umt.edu/etd/417 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. EXPLORING PERSPECTIVES ON LANDSCAPE AND LANGUAGE AMONG KAIKE SPEAKERS IN DOLPA, NEPAL By CORRIE MAYA DAURIO B.A., Skidmore College, Saratoga Springs, NY, 2002 Thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Geography The University of Montana Missoula, MT May 2009 Approved by: Perry Brown, Associate Provost for Graduate Education Graduate School Jeffrey A. Gritzner, Chair Department of Geography Sarah J. Halvorson Department of Geography Keith W. Bosak College of Forestry and Conservation Daurio, C. Maya, M.A., May 2006 Geography Exploring Perspectives on Landscape and Language among Kaike Speakers in Dolpa, Nepal Chairman: Jeffrey A. Gritzner The majority of the world’s languages are in danger of extinction within this century. Of the more than 6000 languages in the world, 4000-5000 are spoken by Indigenous peoples. Accompanying the loss of languages is the loss of the capacity for these peoples to transmit those aspects of their environmental knowledge systems which are embedded and expressed in their languages. The Kaike speakers of Tichurong in Dolpa, Nepal represent one of these endangered language communities, with approximately 800 speakers remaining. The purpose of this research was to engage Kaike speakers in an exploration of the relationships among their language, environment, and knowledge systems. Collaborative approaches based upon dialogue, informal interviews, participant observation, and participatory mapping exercises formed the basis of the research. Documentation, discussion, and mapping focused on place names and sacred sites as particularly illuminating repositories of environmental knowledge expressed in language. The maps generated in community mapping sessions allowed Kaike speakers the opportunity to articulate their perception of the relationship between landscape and language as well as express their sense of and attachment to place, offering visual mechanisms for transmission of cultural-environmental knowledge. Learning from the experiences of one endangered language community, this project also aids in assessing the larger implications of Indigenous language loss for sustainable development strategies and maintenance of Indigenous knowledge systems. ii ACKNOWLEDGEMENTS I am in deepest gratitude to Laaje Budha without whom my research would not have been possible. My committee chair, Jeffrey Gritzner, has been a source of constant support and wisdom, and Sarah Halvorson has provided continuous encouragement, resources, and innovative ideas. I am immensely grateful to both of them. I thank Paul Wilson for his patience, time, and expertise, and Nancy Forman-Ebel for her excellent administrative support. I am grateful to Keith Bosak for willingly offering his insight into this area of the world. I value tremendously my friendship with and the profound knowledge and wisdom of Sumitra Manandhar-Gurung who provided invaluable insight and experience for this research project. Amrit Yonjan-Tamang encouraged my initial interest in the Kaike speaking communities of Dolpa and offered expert advice and assistance throughout. I could not have managed in Nepal without the support of Dhanu Budha, and I am deeply appreciative of his generosity and kindness. Ambika Regmi from the Linguistics Department at Tribhuvan University in Kathmandu kindly shared her work on the Kaike language with me and called me when I was sick. For logistical support I am indebted to Jag Bahadur Budha, Jitendra Jhankri, Hari Devi Rokaya, Kharna Bhandari, Sher Bahadur Budha, and Darryl Deppert and his wonderful staff. For emotional support I am eternally grateful to Victoria and Darryl Deppert and to all of my family who figured out how to download Skype for my sake. Thank you especially to my mother who has always been willing to edit my writing. I appreciate Bhim and Sukra Rokaya for their encouragement and kindness. I thank James F. Fisher for his supportive correspondence and without whose book my entry into Dolpa would have been highly uninformed. I am grateful to the following people for their resourceful support and suggestions: Anita Manandhar, David Zurich, Govind Thapa, Mark Turin, Yogendra Prasad Yadava, Balaram Prasain, Dan Raj Regmi, Stephen Bezruchka, Broughton Coburn, Mary Murphy, David Watters, Renchin Yonjan, and Pratima Pun. Finally, thank you to the community of Sahar Tara for welcoming and indulging me. To my grandfather, Scott A. Abbott, who encouraged in me a love of geography. iii CONTENTS Acknowledgements ...................................................................................................... iii List of Tables .............................................................................................................. vi List of Illustrations ...................................................................................................... vii Chapter I. Introduction ............................................................................................................... 1 Organization of Thesis ................................................................................ 3 Sense of Place and Language .................................................................................. 3 Local Knowledge .................................................................................................... 6 Gendered and Children’s Knowledge ......................................................... 9 II. Study Area .............................................................................................................. 11 Nepal ..................................................................................................................... 11 Population ................................................................................................. 15 Dolpa ..................................................................................................................... 20 Demographics ........................................................................................... 26 Sahar Tara ............................................................................................................. 27 Demographics ........................................................................................... 31 III. Livelihood Systems ............................................................................................... 33 Agriculture ............................................................................................................ 34 Consumption and Wealth .......................................................................... 41 Collaboration and Egalitarianism ............................................................. 43 Trade ..................................................................................................................... 45 Yarsagumba .......................................................................................................... 50 IV. Government and Politics....................................................................................... 53 Indigenous Nationalities ....................................................................................... 56 History of Tichurong............................................................................................. 64 iv V. Language and Cultural-Ecological Knowledge ..................................................... 69 Linguistic and Cultural Diversity.......................................................................... 70 Languages in Nepal................................................................................... 71 Kaike: The Fairy Language .................................................................................. 75 Kaike Origins ............................................................................................ 85 Situated Knowledge .............................................................................................. 89 The Gender Factor .................................................................................... 96 Children’s Perspectives ........................................................................... 100 Implications......................................................................................................... 101 VI. Children and Education ...................................................................................... 103 History of Education in Nepal ............................................................................ 104 The Educational Setting
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