'We Are Made of Our Own Songs, Prayers and Stories': Luci
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The Native American Literature Symposium
The Native American Literature Symposium Isleta Resort & Casino Albuquerque, NM March 17-19, 2016 The Native American Literature Symposium is organized by an independent group of Indigenous scholars committed to making a place where Native voices can be heard. Since 2001, we have brought together some of the most influential voices in Native America to share our stories—in art, prose, poetry, film, religion, history, politics, music, philosophy, and science—from our worldview. Gwen N. Westerman, Director Minnesota State University, Mankato Virginia Carney, Tribal College Liaison Leech Lake Tribal College, President Emerita Gordon Henry, Jr., Publications Editor Michigan State University LeAnne Howe, Arts Liaison University of Georgia, Athens Evelina Lucero, Site Coordinator Institute of American Indian Arts Tria Wakpa Blue, Vendor/Press Corrdinator University of California, Berkeley Margaret Noodin, Awards University of Wisconsin, Milwaukee Niigaanwewidam James Sinclair, Book Blitz University of Manitoba Denise Cummings, Film Wrangler Rollins College Theo Van Alst, Film Wrangler University of Montana Dennis Scott Herbert, Assistant to the Director Minnesota State University, Mankato Jill Doerfler University of Minnesota, Duluth Jodi Byrd University of Illinois, Urbana-Champaign Albuquerque, New Mexico 1 Wopida, Miigwech, Mvto, Wado, Ahe’ee, Yakoke We thank the sponsors of the 2016 Symposium for their generous funding and continued support that made everything possible. The Pueblo of Isleta Eddie Paul Torres, Governor Isleta Resort and -
Indigenous New Zealand Literature in European Translation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Open Journal Systems at the Victoria University of Wellington Library A History of Indigenous New Zealand Books in European Translation OLIVER HAAG Abstract This article is concerned with the European translations of Indigenous New Zealand literature. It presents a statistical evaluation of a bibliography of translated books and provides an overview of publishing this literature in Europe. The bibliography highlights some of the trends in publishing, including the distribution of languages and genres. This study offers an analysis of publishers involved in the dissemination of the translations and retraces the reasons for the proliferation of translated Indigenous books since the mid-1980s. It identifies Indigenous films, literary prizes and festivals as well as broader international events as central causes for the increase in translations. The popular appeal of Indigenous literature of Aotearoa/New Zealand has increased significantly over the last three decades. The translation of Indigenous books and their subsequent emergence in continental European markets are evidence of a perceptible change from a once predominantly local market to a now increasingly globally read and published body of literature. Despite the increase in the number of translations, however, little scholarship has been devoted to the history of translated Indigenous New Zealand literature.1 This study addresses that lack of scholarship by retracing the history of European translations of this body of literature and presenting extensive reference data to facilitate follow-up research. Its objective is to present a bibliography of translated books and book chapters and a statistical evaluation based on that bibliography. -
English 233: Tradition and Renewal in American Indian Literature
ENGLISH 233 Tradition and Renewal in American Indian Literature COURSE DESCRIPTION English 233 is an introduction to North American Indian verbal art. This course is designed to satisfy the General Education literary studies ("FSLT") requirement. FSLT courses are supposed to concentrate on textual interpretation; they are supposed to prompt you to analyze how meaning is (or, at least, may be) constructed by verbal artists and their audiences. Such courses are also supposed to give significant attention to how texts are created and received, to the historical and cultural contexts in which they are created and received, and to the relationship of texts to one another. In this course you will be doing all these things as you study both oral and written texts representative of emerging Native American literary tradition. You will be introduced to three interrelated kinds of "text": oral texts (in the form of videotapes of live traditional storytelling performances), ethnographic texts (in the form of transcriptions of the sorts of verbal artistry covered above), and "literary" texts (poetry and novels) written by Native Americans within the past 30 years that derive much of their authority from oral tradition. The primary focus of the course will be on analyzing the ways that meaning gets constructed in these oral and print texts. Additionally, in order to remain consistent with the objectives of the FSLT requirement, you will be expected to pay attention to some other matters that these particular texts raise and/or illustrate. These other concerns include (a) the shaping influence of various cultural and historical contexts in which representative Native American works are embedded; (b) the various literary techniques Native American writers use to carry storyteller-audience intersubjectivity over into print texts; and (c) the role that language plays as a generative, reality-inducing force in Native American cultural traditions. -
Disturbance of Native Americans As Reflected in Selected Folkloric Poems of Luci Tapahonso, Joy Harjo and Simon Ortiz
International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 5 No. 7; December 2016 [Special Issue on Language and Literature] Flourishing Creativity & Literacy Australian International Academic Centre, Australia Disturbance of Native Americans as Reflected in Selected Folkloric Poems of Luci Tapahonso, Joy Harjo and Simon Ortiz Widad Allawi Saddam (Corresponding author) Faculty of Modern Languages and Commination, University Putra Malaysia, Malaysia E-mail: [email protected] Wan Roselezam Wan Yahya Faculty of Modern Languages and Commination, University Putra Malaysia, Malaysia Hardev Kaur A/P Jujar Singh, Faculty of Modern Languages and Commination, University Putra Malaysia, Malaysia Manimangai Mani Faculty of Modern Languages and Commination, University Putra Malaysia, Malaysia Received: 25-08-2016 Accepted: 21-10-2016 Advance Access Published: November 2016 Published: 10-12-2016 doi:10.7575/aiac.ijalel.v.5n.7p.248 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.5n.7p.248 Abstract As a result of colonialization and assimilation, the natives were disturbed between past and present. Adopting the colonizer culture, style of life, language and changing home place come together in the mind of Native American people and lead them to be confused; they intermingle between past and present. They want to be themselves but the colonizer wants them to be the others. This feeling of disturbance affected Native American people, especially the chosen poets for this study. This paper shows how Native American people reflect their disturbance toward the colonization in their folkloric poetry. It explains how each element of folklore represents their disturbance towards the colonizer’s dominant culture. -
Just As Nature Can Be Perceived Differently by Men and Women, Ethnicity Can Create Equally Distinctive Perceptions of the Natura
Anglo women's perceptions of the nature of the South- west have already received considerable attention of scholars.6 Although Chicanas and Native American women have perhaps been writing about the Southwest for years, only recently has Just as nature can be perceived differently by men and their literature been included in the genre of western and nature women, ethnicity can create equally distinctive perceptions of writing and as a consequence, there is not as much scholarly the natural world. As part of the United States "Frontier," the writing about them.? The predominant literary medium used by Southwest invites exceptional views of nature. In the Southwest Chicanas and Native American women is poetry, although not there is a blend of three distinct cultures: The Native Americans, limited to it. Pat Mora, Gloria Anzaldua, Beverly Silva, Luci who incorporate nature in to their daily lives; the Anglo Ameri- Tapahonso, Leslie Silko and Joy Harjo are all writers who have cans, who came to settle the new American frontier; and finally heen influenced by the Southwest. Some like Pat Mora and the Mestizos or Mexican Americans, who are a combination of (,Ioria Anzaldua were raised in the border area of Texas and 1 Indian and Spanish heritage. In The Desert is No Lady, edited experience these fronteraslborders as part of their daily lives. by Vera Norwood and Janice Monk, the authors conclude that: Beverly Silva, Leslie Silko and Luci Tapahonso, who are all city "women, alienated from their culture, feel lost and seek renewal dwellers, see the landscape through different eyes.s Interesting in the landscape; their search is not based on transcendence but in the work of Joy Harjo is the special attention given to feminist reciprocity, on personal vulnerability rather than heroic domi- thought.9 All these women have drawn their inspiration from the nance. -
Keynote Speakers
KEYNOTE SPEAKERS 1 Keynote 1 From Maoritanga to Matauranga: Indigenous Knowledge Discourses Linda Tuhiwai Smith (NMM, Cinema) _______________________________________________________________________________ My talk examines the current fascination with matauranga Maori in policy and curriculum. I am interested in the way academic discourses have shifted dramatically to encompass Maori interests and ways of understanding knowledge. I explore some aspects of the development of different approaches to Maori in the curriculum and track the rising interest in matauranga (traditional Maori knowledge) through a period of neoliberal approaches to curriculum in our education system and measurement of research excellence. The Performance Based Research Fund recognises matauranga Maori as a field of research, Government research funds ascribe to a Vision Matauranga policy which must be addressed in all contestable research funds and there are qualifications, majors and subject papers which teach matauranga Maori at tertiary level. New Zealand leads the world in terms of incorporating indigenous knowledge, language and culture into curriculum. Most of the named qualifications are accredited through the New Zealand Qualifications Authority, which then owns the intellectual property of the curriculum. Maori individuals clearly play a significant role in developing the curriculum and resources. They are mostly motivated by wanting to provide a Maori-friendly and relevant curriculum. However, Maori people are also concerned more widely about cultural -
New Zealand and Pacific Literatures in Spanish Translation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Open Journal Systems at the Victoria University of Wellington Library Reading (in) the Antipodes: New Zealand and Pacific Literatures in Spanish Translation PALOMA FRESNO-CALLEJA Abstract This article considers the Spanish translations of New Zealand and Pacific authors and explores the circumstances that have determined their arrival into the Spanish market as well as the different editorial and marketing choices employed to present these works to a Spanish readership. It considers the scarcity of canonical authors, the branding of Maori and other “ethnic” voices, the influence of film adaptations and literary prizes in the translation market, and the construction of the “New Zealand exotic” in works written by non-New Zealand authors which, in the absence of more translations from Spain’s literary Antipodes, have dominated the Spanish market in recent years. Introduction In October 2012, New Zealand was chosen as guest of honour at the Frankfurt Book Fair, the world’s largest and most prominent event of this type. The motto of the New Zealand delegation was: “He moemoea he ohorere / While you were sleeping,” an ingenious allusion to the geographical distance between Europe and its Antipodes, but also a reminder of the country’s literary potential, which Europeans were invited to wake up to. The choice of New Zealand as a guest of honour reflected the enormous interest of German readers for its literature and culture, summarized in Norman Franke’s remark that “Germans are crazy about all things Kiwi.”1 As Franke points out, more New Zealand books have been translated into German than into any other European language, and the impact of the fair resulted in an immediate increase of sales and a thirst for new titles.2 Spanish newspapers reported the event with curiosity but on a slightly skeptical note. -
Voice in the Poetry of Selected Native American
SPEAKING THROUGH THE SILENCE: VOICE IN THE POETRY OF SELECTED NATIVE AMERICAN WOMEN POETS by D’JUANA ANN MONTGOMERY Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON MAY 2009 Copyright © by D’Juana Ann Montgomery 2009 All Rights Reserved ACKNOWLEDGEMENTS Knowing where to actually begin in acknowledging all of those who have helped make completing this process possible is daunting—there are so many who have contributed in so many ways. Dr. Kenneth Roemer, my dissertation chair, has been an invaluable source of guidance and encouragement throughout the course of my doctoral work. Dr. Tim Morris and Dr. Laurin Porter have also been invaluable in helping me complete the final drafts of this project. I must also acknowledge my English Department colleagues Diane Lewis, Dessita Rury, and Dr. Amy Alexander at Southwestern Assemblies of God University. These wonderful friends have been a continual source of strength and encouragement and have seemingly never tired of listening to me talk about the ups and downs of my project. My heartfelt thanks also goes to Kathy Hilbert, my good friend and colleague from Hill College who has read the drafts of my chapters almost as many times as I have. Finally, and perhaps, most importantly, I must acknowledge the support and sacrifices of my family. My husband Max has always been my biggest supporter; he has never failed to encourage and support me in any way possible. -
Fundamentals for a Diné Gathering by LUCI TAPAHONSO PHOTOGRAPHS by EUGENE TAPAHONSO, SR
ON EXHIBIT Fundamentals for a Diné Gathering BY LUCI TAPAHONSO PHOTOGRAPHS BY EUGENE TAPAHONSO, SR. he enticing scents and dishes of a Diné family meal are always accompanied by children T running around and playing nearby, dogs who have that hungry look, and quiet teenagers who lounge about and sometimes help cook and serve. And the large get-togethers are replete with stories, laughter, and sometimes, nostalgic tears. Our family gatherings usually take place at my late parents’ home in Shiprock, which faces Dzil Náóooldilii (Huerfano Mountain), one of the six sacred mountains Interestingly, the main dishes at these gatherings are connected to the sacred mountains which outline Dinétah (Navajo homeland), and the places where our primordial deity, Changing Woman, was born and raised. It is said that when the world was created by the Holy People, they placed sacred mountains in each direction to designate boundaries. In the north, they placed Dibé Nitsa, Big Horn Sheep, and thus, sheep and goats became a part of our tradition and lifestyle. Traditional stories also teach that the holy people, First Man and First Woman, were made from perfect ears of white and yellow corn, and thus nadáá, corn, also holds deep spiritual and cultural significance. When our families gather in the house where we were raised, we share memories of preparing food together. Although our parents have now passed on, the same atmosphere exists. We enjoy nitsidigo’i (kneel down bread) or other corn dishes, tortillas, fry bread, coffee, The family grew, harvested and sold hay and wheat on the farm. -
The Remembered Earth: an Anthology of Contemporary Native American Literature
Geary Hobson, ed. The Remembered Earth: An Anthology of Contemporary Native American Literature. Albuquerque: University of New Mexico Press, 2003. 417p. RosaMaria Chacon California State University, Northridge First published in 1979 (Red Earth Press), the seventh reprinting of The Remembered Earth by UNM press speaks to its contemporary value and currency. Part of the value of this anthology is based on the diversity of authors, topics, and approaches. In alignment with its emphasis on the land and the significance of land in Native American culture, it is divided, regionally, into four sections—Northeast, South- east, Southwest and Northwest—and includes authors and artists from 42 tribes, and 16 states (and Quebec). This diversity is matched by the genres that the editor chose to incorporate: poetry, drama, short stories, essays, drawings, photographs, and pieces that defy genre. In addition to Geary Hobson’s coherent delineation of Native American identity in his introduction and Paula Gunn Allen’s portrayal of the primary cultural char- acteristics in Native American literature, this anthology can be an asset in a number of different fields. It would, for example, make an excellent companion piece in a history course; Luci Tapahonso in “The Snakeman” and Russell Bates in “Rite of Encounter” address the grim issues of boarding school and smallpox in a way that demands attention and critical consideration. Simon J. Ortiz’ personal narrative of marching on Gallup, New Mexico in 1973 in support of the Oglala Sioux struggle at Wounded Knee is both exuberant and somber. Providing political and historical context from an American Indian perspective, this piece also examines the generation of modern Indian social activism and agency. -
The 'Marae on Paper': the Meeting House in the Anglophone Fiction Of
The ‘Marae on Paper’: The Meeting House in the Anglophone Fiction of the Maori Renaissance By Sarah Byrne Thesis Submission in Fulfilment of the degree of Doctor of Philosophy Maynooth University, Department of English February 2017 Head of Department: Professor Colin Graham Supervisor: Dr Íde Corley Abstract The Maori literary renaissance was period of intense literary and cultural activity that coincided with a protest movement surrounding Maori rights in New Zealand during the 1970s and 80s. The Anglophone Maori fiction that flourished during this period raised important social questions about contemporary Maori identity, the historical and continuing decline of Maori ownership of their ancestral lands, and the social, cultural and political relationship between the Maori and Pakeha [New Zealanders of European descent] communities. This dissertation considers the work of four Maori writers who address these themes: Witi Ihimaera, Patricia Grace, Keri Hulme and Alan Duff. More specifically, it explores the role of the Maori meeting house – and the material arts it houses – as both a formal and thematic influence in their fiction. The meeting house is a wooden apex structure that traditionally symbolises the collective body of a Maori community and narrates their history through the imagery that is carved into its internal walls and supporting structures. It is strongly associated with storytelling and historical record keeping, while also acting as a meeting place for both formal and informal gatherings within the community. For each of these four writers it is subject to numerous and varying interpretations and although it features as a physical structure and site of the action in their fiction, it also shapes each author’s approach to narrative strategy. -
1 About Fulbright New Zealand
Pre-Departure Handbook for US grantees Part A – Information for US Fulbright Scholars and Axford Fellows 2014 Congratulations on having been selected for a US Fulbright Scholar Award or Axford Fellowship to New Zealand. We hope that your experience of living and working in New Zealand will be an exciting and fulfilling one. This handbook aims to provide US Fulbright Scholars and Axford Fellows with vital information to prepare you for your time in New Zealand. This handbook is Part A and covers general pre- departure information. Part B provides specific information on either US Fulbright Scholar awards or Axford Fellowships, and is provided separately. Nomenclature In this handbook, and in other material provided by Fulbright New Zealand, Scholars and Fellows are often referred to collectively as ‘grantees’. US Fulbright Scholar awards and Axford Fellowships are sometimes referred to collectively as ‘awards’. 1 1 About Fulbright New Zealand Fulbright New Zealand (‘FBNZ’) is the trading name of the New Zealand United States Educational Foundation (NZUSEF). Fulbright New Zealand was established in 1948 under a Treaty between the governments of the US and New Zealand to facilitate international educational exchange and to promote international understanding. In Fulbright parlance, FBNZ is known as a ‘commission’, i.e. a separate, independent entity that receives funding from both the US and New Zealand governments to administer the Fulbright programme. FBNZ administers the Fulbright programmes offered in New Zealand, namely: Fulbright Awards