DOCSLIB.ORG

Redacted for Privacy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Redacted for Privacy AN ABSTRACT OF THE DISSERTATION OF Brookney C. Gondara for the degree of Doctor of Education in Education presented on April 13, 2005 Title:Testimonio: Ne'aahtove Listen to Me! Voices From the Edge - Educational Stories of Northern Cheyenne Women. Abstract approved: Redacted for Privacy The purpose of this research was to hear the stories of Northern Cheyenne women's educational experiences using the method of testimonio, a method culturally aligned and academically appropriate for use among indigenous people. The researcher, also a Northern Cheyenne tribal member used testimonio based on its roots in resistance literature and as a means of perpetuating cultural survival in the face of contemporary cultural and racial genocide. The Northern Cheyenne use oral history and storytelling to perpetuate and influence cultural survival. The primary significance of the stories was based on what other Northern Cheyenne women hear in the voices in the story that impact their own educational journey, achievement and success. Secondary impact will be what the teller's family and community hear in the stories and then what those outside the reservation community hear. The theoretical foundation of the research focused on the literature of the following areas: colonization and genocide; oral history and storytelling; collective voice, the plural self, voice and empowerment and roles in healing historical trauma; American Indian education and Indian women's experiences with education. The research includes the testimonios of six Northern Cheyenne women gathered on or near the Northern Cheyenne Indian Reservation. The findings suggest that the following story threads were significant to Northern Cheyenne women in their educational journeys and experiences: spirituality; family especially grandparents and parents; cultural traditions- especially language and ceremonies; cultural values of honesty, integrity, generosity, hard work; value for land, cultural pride and identityeven when it's fragmented or a struggle to maintain; Cheyenne lifewaysmeals, cooking, gathering, hunting, singing, spending time with family, and social events; the opportunity of access to higher education; living between two worlds; remembering our past history and using it as a guide for now and the future; and finally thinking of future generations. The findings suggest the tools needed for Northern Cheyenne women to succeed academically and educationally, already inherently exist in Northern Cheyenne social and cultural structures. Continuing to deconstruct the barriers and tenets of oppression will fully allow a rebirth of these cultural concepts and practices strengthening Northern Cheyenne society and education. ©Copyright Brookney C. Gondara April 13,2005 All Rights Reserved Testimonio:Ne'aahtove Listen to Me! Voices From the Edge - Educational Stories of Northern Cheyenne Women by Brookney C. Gondara A DISSERTATION submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Education Presented April 13, 2005 Commencement June 2005 Doctor of Education dissertation of Brooknev çGondara presented on April 13. 2005. APPROVED: Redacted for Privacy M Redacted for Privacy Redacted for Privacy I understand that my dissertation will become part of the permanent collection of Oregon State University libraries. My signature authorizes release of my dissertation to any reader upon request. Redacted for Privacy Acknowledgements First and foremost, this work is dedicated to all my grandmothers who came before me and whose presence I sensed around me through this entire project. Their spirits and life's journeys served as inspiration and support that drove my educational journey to completion. This work is also dedicated to those Northern Cheyenne women who honored me by sharing their stories with me Myrna, Carlene, Betty, Rubie, and Tana we are bound as Northern Cheyenne women. I am grateful to your families who also opened their homes to me while we shared stories and our culture. Thank you for shaping who I am as Northern Cheyenne woman words are not enough. I thank the Creator Maheo for bringing my family and me through the Community College Leadership Programthrough good times and bad, through thousands of miles of travel, great expense, financially, emotionally and geographically. I am grateful Maheo for you always bringing me back around to intuitively knowing this project would be completed through patience, diligence and faith in the Cheyenne workings of the universe. I ask for abundance and health in the tribal community and that this work will be shared in a good way with those who need to hear the stories. This work has also been enhanced by our walk in the Sundance world and the growth and healing that takes place there. Many, many ha ho's. I am grateful and I am blessed, Maheo. I also dedicate this work to my two daughters, Zoe and Destinee. May you both know that following your passion and using the talents the Creator has blessed you with is the only true course you can follow in this life. When we don't this course, is when we are not well. I am blessed and honored to be your mom. Thanks for putting up with all the time this has taken, for not being too difficult or hard on your dad for cooking "easy food" while I was gone, for getting up and getting yourselves to school while he drove me to the airport, and for cutting me some slack over missing a band concert or soccer game once or twice. Continue to grow in beauty. Please strive to know who you are, in all the pieces of your identity and be the strong women you are intended to become. I love you. To Hohevhetne, my husband Robbie, best friend, dissertation special assistant there simply aren't words in English and the Cheyenne ones weren't taught to us, to express what is known and I know our spirits and hearts speak the same language. It has defied explanation how we got from the beginning to here. My soul belongs to you. Ha ho. However, I must acknowledge the concrete, which I have the words to do thank you for your babysitting and for generally holding down the fort, for driving services, escort services, countless cups of coffee (not always the good kind either, Town Pump coffee is not Portland coffee) and good red wine when needed. I wouldn't have made it through without your broad shoulder for crying, your hands for holding, and your arms for hugging. You were needed for ink cartridge changes and unclogging paper jams in the printer. You gave three and half years of your life too. We did it! To Cohort 10 thank you for wisdom, guidance, nurturance and insight. The meals and walks at Silver Falls have been missed and I loved being a girl of cabin eight in the woods for two years! Our sleepovers and chats mean the world to me. I must generously acknowledge my committee, Dr. Betty Duvall, Dr. Kurt Peters, Dr. Lani Roberts, Dr. Larry Roper, and Dr. Liza Kueckeryour support and direction of this project has been constructive, intellectually challenging and grounded. Your willingness to consider my position on and my use oftestimonioas a method continues to break new ground for indigenous thinking and scholarship. Ha ho. Indigenization within academia is critical and you have supported deconstructing oppression by your actions and support of my educational growth and achievement. To Sterling, the Great Gray Hunter Cat, you've been by my side since the beginning. You deserve credit in this process. What would I have done without all your screen blocking techniques, your knowing just when to walk across the keyboard to delete misspellings or warming printing papers? Your wise eyes have led me to believe you've been around before and not as my cat. You do know the secrets of the universe, you just won't tell. You are a great friend who comforted me in the rough middle time of last year and being alone in that house trying to get this project done. To Bitsy T. Arnold Eisenhower, the boxes of dissertation books and drafts needed you to sit upon them and keep care of them, too. Welcome to the family. To my sisterplease finish. It doesn't have to mean going back to Dartmouth. Do it for you. You are smarter than I am. Thank you for sharing your babies with me and make sure they go to college, okay? To my Dad, you have been a role model for me by getting a Master's degree. I have a love for education and learning from you. To all the significant teachers along my pathMrs. Zink, Mr. Gildroy, Mrs. Brower, Mr. Patrick, Dr. Kamos, Dr. Kuecker, Dr. LaCounte, Dr. Nowlin, Dr. Copa, Dr. Stiehi, Dr. Prickel, thanks for keeping me connected and engagedit is how I survived. Dr. Tennison Hailey thanks for showing me the door that day at Chief Dull Knife Collegemay Maheo keep and bless your spirit now that you have traveled on. To Oregonwell here we are! The Beaver State is my second home and the Community College Leadership Program brought me back here. Portland, I love you and keep weird. To Dr. Jill Black your work opened the research world to me and I never looked back. You changed my life forever through your research project. Jeanne Alderson, atestimoniosister in the least expected placethank you for your encouragement and understanding. Along the way Luana Ross, Yolanda Martinez, and Cassandra Manuelito- Kerkvlietyou've touched and inspired me through your work and words. Women of color must keep together out here and we must keep advancing our perspective. Maheo bless each of you in your endeavors. It's the Cheyenne Way to thank everyone, but I will end here. TABLE OF CONTENTS
Load more

Recommended publications
  • Table of Contents
    August-September 2015 Edition 4 _____________________________________________________________________________________ We’re excited to share the positive work of tribal nations and communities, Native families and organizations, and the Administration that empowers our youth to thrive. In partnership with the My Brother’s Keeper, Generation Indigenous (“Gen-I”), and First Kids 1st Initiatives, please join our First Kids 1st community and share your stories and best practices that are creating a positive impact for Native youth. To highlight your stories in future newsletters, send your information to [email protected]. TABLE OF CONTENTS I. Youth Highlights II. Upcoming Opportunities & Announcements III. Call for Future Content *************************************************************************************************** 1 th Sault Ste. Marie Celebrates Youth Council’s 20 Anniversary On September 18 and 19, the Sault Ste. Marie Tribal Youth Council (TYC) 20-Year Anniversary Mini Conference & Celebration was held at the Kewadin Casino & Convention Center. It was a huge success with approximately 40 youth attending from across the Sault Ste. Marie Tribe of Chippewa Indians service area. For the past 20 years, tribal youth grades 8-12 have taken on Childhood Obesity, Suicide and Bullying Prevention, Drug Abuse, and Domestic Violence in their communities. The Youth Council has produced PSAs, workshops, and presentations that have been done on local, tribal, state, and national levels and also hold the annual Bike the Sites event, a 47-mile bicycle ride to raise awareness on Childhood Obesity and its effects. TYC alumni provided testimony on their experiences with the youth council and how TYC has helped them in their walk in life. The celebration continued during the evening with approximately 100 community members expressing their support during the potluck feast and drum social held at the Sault Tribe’s Culture Building.
    [Show full text]
  • Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006
    Indian Education for All Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Ready - to - Go Grant Elsie Arntzen, Superintendent • Montana Office of Public Instruction • www.opi.mt.gov LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Introduction & Curriculum Framework ........................................................................3 Core Understandings & Learning Objectives ...............................................................8 Glossary for Lesson Content .......................................................................................17 Northern Cheyenne Recommended Grade Level Content ..........................................21 Northern Cheyenne Social Studies Model Lessons Grades 1-12 With Northern Cheyenne Content Resources .........................................................23 APPENDIX Pertinent Web Sites ....................................................................................................... 2 Protocol for Guest Speakers.......................................................................................... 3 Day of the Visit ............................................................................................................. 4 Chronology of Northern Cheyenne Government (Board Approved) .......................... 5 Amended Constitution & Bylaws of the Northern Cheyenne Tribe ............................ 9 Treaties with the Northern Cheyenne Tribe ..............................................................
    [Show full text]
  • A Synthesis of Obviation in Algonquian Languages
    A Synthesis of Obviation in Algonquian Languages by Irina Volchok A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF ARTS Department of Linguistics University of Manitoba Winnipeg Copyright© 2019 Irina Volchok iii Abstract One of the most prominent features of the Algonquian languages of North America is obviation, a third person referencing system. Although it has been known for nearly 400 years, linguists are still debating about its role and function. This work seeks to synthesize what is already known about obviation and what is still unresolved. More specifically, it looks at the syntactic and discourse working principles of obviation in different types of noun phrases, and in single, conjoined, complement, and adverbial clauses, as well as in narratives and in elicitation. iv Table of Contents Abstract .......................................................................................................................................... iii Table of Contents ........................................................................................................................... iv Chapter I: Introduction .................................................................................................................... 1 1.1 Geographical Location of Algonquian Languages ................................................................ 1 1.2 Classification of Algonquian Languages ...........................................................................
    [Show full text]
  • Santa Fe Trail
    Santa Fe Trail THE OLD SANTA FE TRAIL The Story of a Great Highway By COLONEL HENRY INMAN Late Assistant Quartermaster, United States Army With a Preface by W. F. "BUFFALO BILL" CODY PREFACE. As we look into the open fire for our fancies, so we are apt to study the dim past for the wonderful and sublime, forgetful of the fact that the present is a constant romance, and that the happenings of to-day which we count of little importance are sure to startle somebody in the future, and engage the pen of the historian, philosopher, and poet. Accustomed as we are to think of the vast steppes of Russia and Siberia as alike strange and boundless, and to deal with the unkown interior of Africa as an impenetrable mystery, we lose sight of a locality in our own country that once surpassed all these in virgin grandeur, in majestic solitude, and in all the attributes of a tremendous wilderness. The story of the Old Santa Fe Trail, so truthfully recalled by Colonel Henry Inman, ex-officer of the old Regular Army, in these pages, is a most thrilling one. The vast area through which the famous highway ran is still imperfectly known to most people as "The West"; a designation once appropriate, but hardly applicable now; for in these days of easy communication the real trail region is not so far removed from New York as Buffalo was seventy years ago. At the commencement of the "commerce of the prairies," in the early portion of the century, the Old Trail was the arena of almost constant sanguinary struggles between the wily nomads of the desert and the Page 1 Santa Fe Trail hardy white pioneers, whose eventful lives made the civilization of the vast interior region of our continent possible.
    [Show full text]
  • A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2014 A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy Annie Thornburg Oakes 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 Oakes, Annie Thornburg, "A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy" (2014). Graduate Student Theses, Dissertations, & Professional Papers. 4407. https://scholarworks.umt.edu/etd/4407 This Dissertation 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]. A TREATISE ON THE ASSAULT ON LANGUAGE SOVEREIGNTY IN THE UNITED STATES: HISTORY, EDUCATION, AND IMPLICATIONS FOR POLICY By ANNIE THORNBURG OAKES Bachelor‟s Degrees, University of Utah, 1973, and Eastern Washington University, 2006 Master‟s Degree, Eastern Washington University, 1996 DISSERTATION presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Anthropology, Cultural Heritage Studies The University of Montana Missoula, MT May 2014 Approved by: Sandy Ross, Dean of the Graduate School Graduate School S. Neyooxet Greymorning, Chair Anthropology Gregory Campbell Anthropology Richmond Clow Native American Studies Leora Bar-El Anthropology Irene Appelbaum Anthropology University of Montana Dissertation 2 COPYRIGHT by Annie T.
    [Show full text]
  • Newsletter Xxvi:2
    THE SOCIETY FOR THE STUDY OF THE INDIGENOUS LANGUAGES OF THE AMERICAS NEWSLETTER XXVI:2 July-September 2007 Published quarterly by the Society for the Study of the Indigenous Lan- SSILA BUSINESS guages of the Americas, Inc. Editor: Victor Golla, Dept. of Anthropology, Humboldt State University, Arcata, California 95521 (e-mail: golla@ ssila.org; web: www.ssila.org). ISSN 1046-4476. Copyright © 2007, The Chicago Meeting SSILA. Printed by Bug Press, Arcata, CA. The 2007-08 annual winter meeting of SSILA will be held on January 3-6, 2008 at the Palmer House (Hilton), Chicago, jointly with the 82nd Volume 26, Number 2 annual meeting of the Linguistic Society of America. Also meeting concur- rently with the LSA will be the American Dialect Society, the American Name Society, and the North American Association for the History of the CONTENTS Language Sciences. The Palmer House has reserved blocks of rooms for those attending the SSILA Business . 1 2008 meeting. All guest rooms offer high speed internet, coffee makers, Correspondence . 3 hairdryers, CD players, and personalized in-room listening (suitable for Obituaries . 4 iPods). The charge for (wired) in-room high-speed internet access is $9.95 News and Announcements . 9 per 24 hours; there are no wireless connections in any of the sleeping Media Watch . 11 rooms. (The lobby and coffee shop are wireless areas; internet access costs News from Regional Groups . 12 $5.95 per hour.) The special LSA room rate (for one or two double beds) Recent Publications . 15 is $104. The Hilton reservation telephone numbers are 312-726-7500 and 1-800-HILTONS.
    [Show full text]
  • Revitalizing Indigenous Languages
    Revitalizing Indigenous Languages edited by Jon Reyhner Gina Cantoni Robert N. St. Clair Evangeline Parsons Yazzie Flagstaff, Arizona 1999 Revitalizing Indigenous Languages is a compilation of papers presented at the Fifth Annual Stabilizing Indigenous Languages Symposium on May 15 and 16, 1998, at the Galt House East in Louisville, Kentucky. Symposium Advisory Board Robert N. St. Clair, Co-chair Evangeline Parsons Yazzie, Co-chair Gina Cantoni Barbara Burnaby Jon Reyhner Symposium Staff Tyra R. Beasley Sarah Becker Yesenia Blackwood Trish Burns Emil Dobrescu Peter Matallana Rosemarie Maum Jack Ramey Tina Rose Mike Sorendo Nancy Stone B. Joanne Webb Copyright © 1999 by Northern Arizona University ISBN 0-9670554-0-7 Library of Congress Catalog Card Number: 99-70356 Second Printing, 2005 Additional copies can be obtained from College of Education, Northern Ari- zona University, Box 5774, Flagstaff, Arizona, 86011-5774. Phone 520 523 5342. Reprinting and copying on a nonprofit basis is hereby allowed with proper identification of the source except for Richard Littlebear’s poem on page iv, which can only be reproduced with his permission. Publication information can be found at http://jan.ucc.nau.edu/~jar/TIL.html ii Contents Repatriated Bones, Unrepatriated Spirits iv Richard Littlebear Introduction: Some Basics of Language Revitalization v Jon Reyhner Obstacles and Opportunities for Language Revitalization 1. Some Rare and Radical Ideas for Keeping Indigenous Languages Alive 1 Richard Littlebear 2. Running the Gauntlet of an Indigenous Language Program 6 Steve Greymorning Language Revitalization Efforts and Approaches 3. Sm’algyax Language Renewal: Prospects and Options 17 Daniel S. Rubin 4. Reversing Language Shift: Can Kwak’wala Be Revived 33 Stan J.
    [Show full text]
  • A Journey Into Indian Country
    lessons for philanthropy: a journey into indian country 1 indian country Inupiaq St. Lawrence Island Yupik Gwich’in Holikachuk Koyukon Deg Xinag Upper Tanana Hän Kuskokwim Yup’ik Tanacross Dena’ina Ahtna Upper Tanana U n a n g a n Eyak a q p i u g / S i i q T l i n g i t A l u t Haida Jamestown S’Klallam Muckleshoot Port Gamble S’Klallam Tulalip Nooksack Lower Elwha Klallam Samish Lummi Puyallup Upper Skagit Colville Confederated Tribes Kalispel Tribe Makah Swinomish Quileute Sauk Suiattle Hoh Stillaguamish Kootenai Quinault Skokomish WA Snoqualmie Blackfeet Rocky Boy’s Squaxin LUMMI MAKAH SuquamishNOOKSACK San Spokane Tribe Juan Wha LOWER tcom Shoalwater Bay ELWHA SAMISH KLALLAM Okan NisquallyClalla UPPER SKAG ogan m SWIN QUILEUT Isl OMISH and IT E JAMEST Ferry Confederated St Chehalis OWN Skag evens KLALLAM it Flathead HOH Pend Fort Belknap Je ST SAUK-SUIATTLE O fferson Cowlitz TULALIPILLAGUAMISH reille Fort Peck PORT GAMB QUINAULT S’KL LETribes of the Coeur d’Alene A Grand Ronde M LLAM CO LVILLE ason C Kitsap SUQUAMIS Snoh Che ONFEDERATED KALISPEL SKOKOMIS omish lan H SNOQUALMIE H TRIBES TRIBE G Yakama Nation Siletz rays Kin H g arbor SQUAXIN D MUCKLESHO ouglas SHOALWAT Nez Perce CHE PUY SPO ER HALIS ALLUP OT KANE MT NISQUALLY T BAY Thu RIBE rston L incoln P acific Kitt Pierce itas Gran t Spo WarmWah SpringsLewis Yakima kane kiakum Umatilla Adam C s COWLIT owlitz Z W CON hitman FEDERATED Coos, Lower Umpqua & Siuslaw TRIBES OF T YAKAMA NATIONHE Fr North Cheyenne Cow Creek Band anklin CClalark Crow rk Ska Gar mania field Co lumbia Kl
    [Show full text]
  • 68 the Sutaio Dialect of Cheyenne: a Discussion of the Evidence Ives Goddard Smithsonian Institution
    68 The Sutaio dialect of Cheyenne: A Discussion of the Evidence Ives Goddard Smithsonian Institution The Sutaio1 became incorporated into the Cheyenne tribe in the protohistoric period. By tradition they were encountered by the Cheyenne somewhere on the Plains, and just as a fight was breaking out the two groups recognized that they spoke the same language and agreed not to fight, but to join together. Just exactly what the Sutaio spoke and how different it was from Cheyenne has been a mystery ever since. This paper reviews the few scraps of infor­ mation that exist on Sutaio and the problem of to what extent elements of Sutaio origin may have been incorporated into the Cheyenne language as we know it today. It appears that the only data obtained from Cheyennes who claimed to have learned some Sutaio from Sutaio speakers at a time when older Sutaio still spoke the language are in notes of George Bird Grinnell and Truman Michelson collected in the early years of this century. Grinnell's data are in a letter to William Jones of April 21, 1905 (Grinnell 1905). A note indicates that he obtained his information among the Southern Cheyenne in 1901. This seems to be the best Sutaio on record and the most likely, of what is available, to represent genuine examples of what the Sutaio spoke. The forms and phrases given are clearly volunteered, rather than elicited. Since it is most likely that they were remembered because of their divergence from the corresponding Cheyenne expressions, they probably present an exaggerated picture of the degree of difference between the two forms of speech.
    [Show full text]
  • AMP Proceedings Vogel Revised
    A Unified Account of Two Vowel Devoicing Phenomena: the Case of Cheyenne Rachel Vogel* Cornell University 1 Introduction Vowel devoicing has been the subject of typological investigation as far back as Greenberg 1969, and more recently in Gordon 1998 and Chitoran and Marsico 2010. This work has demonstrated that both phonetic and phonological processes of vowel devoicing across the world’s languages typically fit into one of the following two categories in terms of the environments in which they occur: a) adjacent to voiceless consonants, and b) adjacent to the right edge of a prosodic domain. It is also possible for one process to fit into both categories at the same time, as is the case in Brazilian Portuguese, in which word-final devoicing occurs only in vowels that are both adjacent to the right edge of a word and to a voiceless consonant (Walker and Mendes 2019). Aside from some domain-final cases, however, vowel devoicing adjacent to voiceless consonants is typically a domain-span process, targeting any vowel in the right segmental environment (with limited exceptions noted in Section 2 of this paper). This paper investigates two vowel devoicing processes in Cheyenne, an Algonquian language spoken in Montana and Oklahoma (Leman 2011). The first process, phrase-final devoicing (PFD), occurs in any word- final vowel at the end of what has been described as the phonological phrase (e.g., [návóómo méʃe̥ ] ‘I see the woodtick,’ Leman and Rhodes 1978). It is thus consistent with typological expectations and, as will be discussed in this paper, phonetically grounded. The second process, referred to as penultimate devoicing (PD) in the Cheyenne literature, occurs before voiceless consonants, but only in the penultimate syllable of some words (e.g., in [vóhpomaʔo̥ htse] ‘salt’ but not [mo̥ hoʔohtse] ‘part of Ursa Major,’ Fisher et al.
    [Show full text]
  • Sign Language Among North American Indians, by Garrick Mallery
    Sign Language among North American Indians, by Garrick Mallery. http://www.gutenberg.org/files/17451/17451-h/17451-h.htm [pg 265]266]267]268]269]270]271]272]273]274]275]276]277]278]279]280]281]282]283]284]285]286]287]288]289]290]291]292]293]294]295]296]297]298]299]300]301]302]303]304]305]306]307]308]309]310]311]312]313]314]315]316]317]318]319]320]321]322]323]324]325]326]327]328]329]330]331]332]333]334]335]336]337]338]339]340]341]342]343]344]345]346]347]348]349]350]351]352]353]354]355]356]357]358]359]360]361]362]363]364]365]366]367]368]369]370]371]372]373]374]375]376]377]378]379]380]381]382]383]384]385]386]387]388]389]390]391]392]393]394]395]396]397]398]399]400]401]402]403]404]405]406]407]408]409]410]411]412]413]414]415]416]417]418]419]420]421]422]423]424]425]426]427]428]429]430]431]432]433]434]435]436]437]438]439]440]441]442]443]444]445]446]447]448]449]450]451]452]453]454]455]456]457]458]459]460]461]462]463]464]465]466]467]468]469]470]471]472]473]474]475]476]477]478]479]480]481]482]483]484]485]486]487]488]489]490]491]492]493]494]495]496]497]498]499]500]501]502]503]504]505]506]507]508]509]510]511]512]513]514]515]516]517]518]519]520]521]522]523]524]525]526]527]528]529]530]531]532]533]534]535]536]537]538]539]540]541]542]543]544]545]546]547]548]549]550]551]552] The Project Gutenberg EBook of Sign Language Among North American Indians Compared With That Among Other Peoples And Deaf-Mutes, by Garrick Mallery This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever.
    [Show full text]
  • Remarks on Cheyenne Obviation and Pluralization Wayne Leman SIL-UND
    Work Papers of the Summer Institute of Linguistics, University of North Dakota Session Volume 21 Article 5 1977 Remarks on Cheyenne obviation and pluralization Wayne Leman SIL-UND Follow this and additional works at: https://commons.und.edu/sil-work-papers Recommended Citation Leman, Wayne (1977) "Remarks on Cheyenne obviation and pluralization," Work Papers of the Summer Institute of Linguistics, University of North Dakota Session: Vol. 21 , Article 5. DOI: 10.31356/silwp.vol21.05 Available at: https://commons.und.edu/sil-work-papers/vol21/iss1/5 This Article is brought to you for free and open access by UND Scholarly Commons. It has been accepted for inclusion in Work Papers of the Summer Institute of Linguistics, University of North Dakota Session by an authorized editor of UND Scholarly Commons. For more information, please contact [email protected]. Remarks on Cheyenne Obviation and Pluralization Wayne Leman In Cheyenne,! as in other Algonquian languages, when two or more third­ person nominals are in the same sentence or "contextual span" (Wolfart 1973:17), one of the nominals must be treated as "nearer" or more "in focus" than the other third-person nominal(sJ. The nearer person is called the "proximate" form while any other(s) is said to be "obviate" (sometimes called a "fourth-person"). The proximate nominal can function as the "topic" of a discourse segment, or "the person earlier spoken of and already known" (Rloomfield 1962:38). The marking of one or more nominals as obviatives is called "obviation". We can see some of the discourse-related functions of obviation in the following beginning lines from a Cheyenne story about a ground squirrel and a turtle.2 mehne-vohkaho?heso3 naa ma?eno3 e-sta-eve-amehnehoono33• ground squirrel3 and turitle3 they33 were walking along A ground squirrel and a turtle were walking along.
    [Show full text]