Rhode Island College Digital Commons @ RIC Master's Theses, Dissertations, Graduate Master's Theses, Dissertations, Graduate Research and Major Papers Overview Research and Major Papers 4-22-2011 Analysis of 45 Nahua/Mexica/Aztec Children's Books Yaocihuatzin Rhode Island College Follow this and additional works at: https://digitalcommons.ric.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Race and Ethnicity Commons Recommended Citation Yaocihuatzin, "Analysis of 45 Nahua/Mexica/Aztec Children's Books" (2011). Master's Theses, Dissertations, Graduate Research and Major Papers Overview. 41. https://digitalcommons.ric.edu/etd/41 This Dissertation is brought to you for free and open access by the Master's Theses, Dissertations, Graduate Research and Major Papers at Digital Commons @ RIC. 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ANALYSIS OF 45 NAHUA/MEXICA/AZTEC CHILDREN’S BOOKS: DECOLONIZING CHILDREN’S LITERATURE ON INDIGENOUS COMMUNITIES BY YAOCIHUATZIN A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2011 DOCTOR OF PHILOSOPHY DISSERTAION OF YAOCIHUATZIN APPROVED: Dissertation Committee Major Professor Carolyn Fluehr-Lobban ________________________________________________ Alexander “Sasha” Sidorkin ________________________________________________ Susan Trostle-Brand ________________________________________________ Sandy Jean Hicks ________________________________________________ Alexander “Sasha” Sidorkin RIC: ________________________________________________ Dean, Feinstein School of Education – RIC Nasser H. Zawia URI: ________________________________________________ Dean, The Graduate School – URI UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2011 ABSTRACT The purpose of this study was to investigate, given this legacy of 500 years of colonization and miseducation of Indigenous peoples, how can Nahua/Mexica/Aztec children’s books be decolonized and made appropriate to the twenty-first century? The study involved three methodologies: 1) quantitative research consisting of a survey; 2) qualitative research consisting of four focus groups with Indigenous and non-Indigenous participants who reviewed, analyzed, and discussed ten books, three books per group; and 3) using critical race theory and tribal critical race theory to analyze thirty-five Nahua/Mexica/Aztec K-8th grade children’s books published both in the United States and Mexico for stereotypical and racist, or constructive and positive content. 76 surveys were returned, focus groups were conducted in Queens, New York; Houston, Texas; Oakland, California; and Mexico City, Mexico; a total of eighteen participants, and eight out of the forty-five books studied are identified as decolonized Nahua children’s books. The participants of this study included parents, college students, professors, teachers, activists, a home schooling parent, librarian, counselor, and a children’s book editor. The participants involved are knowledgeable or concerned about children’s literature, the Nahua/Mexica way of life, or the work of decolonization. Also, some of the participants are members of the Native American Church (NAC) and Danza Anahuak (Mexica dance). The major findings of this study involved: (1) the characteristics of colonized Nahua/Mexica/Aztec children’s books to consist of incorrect information, reinforced stereotypes, and racist characterizations such as the Nahuas being extinct or violent “savages,” having practiced human sacrifices, and the application of Western concepts such as “God,” “King,” and “Lord,” to describe the Nahua culture; and (2) the characteristics of decolonized Nahua children’s books to consist of books written in the Nahuatl language, with literal translations, and based on the oral tradition. Other findings were: prior to even thinking of decolonizing Nahua/Mexica/Aztec children’s books, one has to understand how 500 years of colonization has affected the Nahuas, critique Western teachings about the Nahua culture, value the importance of the oral tradition, incorporate the Nahua epistemology, and begin to re-write the incorrect, stereotypical, and racist misrepresentations of Western civilization about the Mexica culture. ACKNOWLEDGMENTS With sincere gratitude to my dissertation committee, both from Rhode Island College and the University of Rhode Island, for all of your comments and suggestions in the journey of my research and writing: Dr. Carolyn Fluehr-Lobban, my Advisor and Chair, Dr. Susan Trostle- Brand, Dr. Sandy Jean Hicks, Dean Alexander “Sasha” Sidorkin, and Dr. Pierre Morenon. Also, thanks to Dr. Elizabeth Rowell for your suggestions with this study. Special thanks to the Bill and Melinda Gates Foundation, the Rhode Island College, Ph.D. in Education Program, the College of Human Science and Services, and Kappa Delta Pi at the University of Rhode Island for the grants and awards to make this dissertation research study a reality. I also would like to thank all of those who filled out the written or online survey for this study and the four focus group participants: Dennis Gereritz, Cuauhtlahtoa, Meyolotzin, Macuilxochitl, Mary Betsellie, Melissa and Julio Ramirez, Monica Villarreal, RudyMexica, Alberto Martinez, Maira Oliva Rios, Ocelopan, Xipe, Xochipilli, Dana Goldberg, Jazmín Preciado-Cruz, Lorena Caldera, and Susan Joy Rippberger. Tlazohkamati RudyMexica, thank you for all your love, for moving and commuting from Rhode Island and Connecticut to New York City for work for four years, just so I can accomplish my goals, ni mitz tlazohtla. Muchas gracias Elena y Israel Ramirez, mis suegros, por cuidar a Axayacatl y hacer posible que terminara mis cuatro años de estudio en el programa de doctorado. Thank you Mary, Sky, and Sky Blue Betsellie for taking care of Axayacatl all the times you did so I can make it to class and complete my studies in this Ph.D. program. Teotl Kalli Quetzalcoatl, Kalpulli Huehuetlahtolli, other danzantes, and red road family throughout the United States and iv Mexico, tlazohkamati for your tobacco prayers, ceremonies, love, consejos , and good blessings for me to keep going on this Western academic path I’ve taken, even when it conflicts with our Indigenous way of life on the red road. Great Spirit, thank you for my life. Tlazohkamati atl, e’ekatl, tlalli in huan tletl. Tlazohkamati tatazin hikuri, tonatiuh, in metzli. Tlazohkamati temazkalli. Tlazohkamati chanupa. Ometeotl. Dedication This book is dedicated to my beautiful husband, RudyMexica; thank you for sharing your life with me and representing our Nahuatleco way of life all throughout the world on your many travels. I conducted this study for our son, Axayacatl Ilhuicamina and the next future seven generations. It is my hope that the future generations will grow up knowing their roots and our connection to this sacred Tonantzin Tlalli. I want Axayacatl and other Mexica children to have access to accurate and authentic Mexica children’s books where they can learn their Nahuatl language and know about their ancestors such as Cuauhtémoc , and overall to be proud of their Indigenous culture. I wish for all children to read books that are not racist or stereotypical children’s books about the Mexicas and other Indigenous relatives. By decolonizing Indigenous children’s books, not only my son, but all children will learn better about who we are as Indigenous peoples and respect our way of life. This is for all those who work for Indigenous healing, justice, liberation, education, self-determination, and decolonization. Mexihka Tiahui. v Note on Nahuatl and Guide to Pronunciation and Spelling The Nahuatl language is the official language of the Nahuas. This language has a beautiful sound and a rich vocabulary. In Nahuatl, most consonants are pronounced as in English, and vowels are pronounced as in Spanish. The major exceptions are: h is pronounced hw, as in ‘ Huitzilopochtli ’ qua, quo is pronounced kw, as is ‘ Etzalqualiztli ’ que, qui is pronounced k, as in ‘ Quetzalcoatl ’ tl is pronounced like the English ‘atlas’, as in ‘ Tlaloc ’, even at the end of a word, where it is unvoiced, as in ‘ Coatl ’ x is pronounced sh , as in ‘ Mexica ’ z is pronounced s, as in ‘sat’. Throughout this study the Nahuatl words will be italicized only for their first appearance. Most Nahuatl words will be translated at their introduction and afterwards used in the original language. Appendix A includes a glossary of the Nahuatl words used throughout this study. vi TABLE OF CONTENTS Abstract ii Acknowledgements iv Note on Nahuatl and Guide to Pronunciation and Spelling vi Table of Contents vii CHAPTER ONE: ANALYSIS OF 45 NAHUA/MEXICA/AZTEC CHILDREN’S BOOKS TO BEGIN TO DECOLONIZE INDIGENOUS CHILDREN’S LITERATURE Introduction 1 Significance of the Study 1 Biographical Details that led me to the Study 3 Who is Indigenous? 5 Who are the Nahuas of Cemanahuak? 8 Research Question 13 Overview of Methodology 13 Definitions of Key Terms Utilized throughout the Study 15 Organization of the Dissertation 19 CHAPTER TWO: SELECTED LITERATURE REVIEW Brief Review of Critical Race Theory (CRT) 20 CRT: Relevant Area of Educational Inquiry and Theory 24 Tribal Critical Race Theory (TribalCrit) 26 CRT, TribalCrit, and Indigenous Children’s Books