Archive for the 'American Indian Studies' Category

Chancellor’s Postdoctoral Fellowships in American Indian Studies, University of Illinois at Urbana-Champaign, 2014-2015

CHANCELLOR’S POSTDOCTORAL FELLOWSHIPS IN
AMERICAN INDIAN STUDIES, 2014-2015

University of Illinois at Urbana-Champaign

American Indian Studies at the University of Illinois Urbana-Champaign seeks two Postdoctoral Fellows for the 2014-2015 academic year. This fellowship program provides a stipend, a close working association with AIS faculty, and assistance in furthering the fellow’s development as a productive scholar. Applicants should have an ongoing research project that promises to make a notable contribution to American Indian and Indigenous Studies. While fellows will concentrate on their research, they may choose to teach one course in American Indian Studies. Furthermore, fellows are expected to participate in the intellectual community of the American Indian Studies Program. One of the positions may be renewable for a second year.

Stipend and Benefits: The Fellowship stipend for the 2014-2015 academic year is $42,000, including health benefits. An additional $5,000 will be provided for the fellow’s research, travel, and related expenses.

Minimum Qualifications: Ph.D. or equivalent terminal degree is required. Candidates must have completed all degree requirements by August 15, 2014. Preference will be given to those applicants who have finished their degrees in the past five years. The one-year fellowship appointment period is from August 16, 2014, to August 15, 2015.

To Apply: Create your candidate profile through the University of Illinois application login page at http://go.illinois.edu/AISPostDocFellowshipRegistration and upload your application materials:

Candidates should submit a letter of application to Jodi A. Byrd, Acting Director of American Indian Studies, providing a thorough description of the research project to be undertaken during the fellowship year, a curriculum vitae, two samples of their scholarly writing, and two letters of recommendation.

Applications received by January 24, 2014 will receive full consideration. The review process will continue until the fellowships are filled. For further information, contact Matthew Sakiestewa Gilbert, Chair, Chancellor’s Postdoctoral Fellowship Committee, American Indian Studies: Email: tewa@illinois.edu, Phone: (217) 265-9870, or visit the Program’s website at http://www.ais.illinois.edu.

The University of Illinois at Urbana-Champaign is an Equal Opportunity Employer

University of Illinois seeks Assistant, Associate, or Full Professor of American Indian Studies

University of Illinois — Assistant, Associate, or Full Professor of American Indian Studies

The American Indian Studies Program at the University of Illinois, Urbana-Champaign (http://www.ais.illinois.edu) invites applications for an assistant, associate, or full professor position (full time tenure-track or tenured position).

American Indian Studies is searching for a scholar in interdisciplinary American Indian or Indigenous Studies with an emphasis on Native peoples from regions of North America where our campus is located, including the Lower Great Lakes, the Upper Mississippi, and the Mississippi cultural regions. The successful candidate will have a record of research excellence and publication in American Indian or Indigenous studies (tenured) or demonstrate potential to develop such a record (tenure-track). Along with research and publication, the position requires significant contributions to undergraduate teaching, graduate mentoring, in addition to program, university, and other forms of professional service. Current faculty in our unit conduct interdisciplinary research in a range of fields including comparative indigenous studies, media studies, expressive culture, intellectual history, literary history, educational history, sports, social and political theory, language revitalization, museum studies, governance, health, militarization, and performance. Candidates from all disciplinary backgrounds will be considered; however, the search committee is interested in candidates who complement the expertise of our current faculty, and we are particularly interested in candidates whose research focuses on design and fine arts, linguistics, language revitalization, environmental studies, landscape architecture, critical geographies, and disability studies. A joint appointment or teaching arrangement with another academic unit on campus is also likely.

Minimum qualifications include the PhD or equivalent by the start of appointment, clear knowledge and experience in American Indian and Indigenous Studies, scholarly achievement and promise, and evidence of teaching excellence. Experience working with American Indian or other Indigenous communities is a plus.

To ensure full consideration, create your candidate profile through http://go.illinois.edu/AISfaculty13 and submit your letter of application detailing current research plans, curriculum vitae, and contact information for three professional references by December 15, 2013.  The search committee may contact the applicant about soliciting letters of reference at a later point, after a first review of the files.  For inquiries regarding the position, contact search committee chair, Jodi Byrd (jabyrd@illinois.edu).  Target start date of August 16, 2014.  Salary is competitive and commensurate with experience.

Illinois is an Affirmative Action/Equal Opportunity Employer and welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu)

May travels and events

I recently returned from a trip to California where I presented a paper titled “Hopi Marathon Runner Louis Tewanima and the Olympic Games, 1908-1912″ at the Native American and Indigenous Studies Association conference in Sacramento. I also heard a great presentation by Hopi educator and scholar Darold H. Joseph from Moencopi titled  “Re-Centering Indigeneity: Culturally Responsive Schooling Practices for American Indian and Alaskan Native Youth.” Darold is a Ph.D. candidate in Special Education at the University of Arizona. After the conference ended on May, 22, I traveled to the University of California, Riverside, to give two talks, one of which was titled “Publishing in the Academic World: Developing Dissertations to Books, An Example from Hopi.”  Both events were sponsored by the California Center for Native Nations. I spent my remaining time in Riverside conducting research at the Sherman Indian Museum.

Returning to the Cottonwood Trees of Our Communities

Matthew Sakiestewa Gilbert at 2009 Native American House Congratulatory Ceremony. Photo courtesy of Muskogee Creek writer and photographer Durango Mendoza.

In the Spring of 2009, our Native students at the University of Illinois asked me to say the closing remarks for the Native American House Congratulatory Ceremony. The event took place on May 16, 2009. Since we are appoaching the end of the academic year, I thought that it would be fitting if I posted these remarks on my blog.

————————————

Returning to the Cottonwood Trees of Our Communities

Matthew Sakiestewa Gilbert

I have the privilege and honor of saying a few closing remarks to end our time together.

We are fortunate at the University of Illinois to have students who have not forgotten that the greatest “scholars” and teachers come from their own communities.  These men and women have not published books for Oxford or Harvard University Press.  They have not published articles in the esteemed journals of the academy. But they are known by people in their communities as the gatekeepers and protectors of intellectual property, and teachers of knowledge.

Among my people in northeastern Arizona, parents, grandparents, uncles, aunties, and other community members often told their children stories about the owl, the squirrel, and giant beasts that threatened to destroy the Hopi way of life. Hopi elders shared these stories with their children to teach them life lessons.  Lessons that would help them to succeed in life, contribute to their communities, and to be passed on to their children and grandchildren.

At an early age, Hopi children were taught to value hard work, and to shun laziness.   “Get up before Taawa, itana (the sun, our father) greets our village,” Hopi parents often told their children, “Taawa, itana has many things to accomplish throughout the day, and he need not waste his time and energy on getting you out of bed.”

The stories and teachings that have emerged in Hopi and other indigenous cultures have great meaning for people of the past, present, and future.  They ground Native people in their communities, they connect us to our places of origin, and they forever remind us of who we are as Choctaw, Ho-Chunk, Kiowa, and other indigenous people.

I am reminded of a story that originates from my village of Moencopi that Hopi educator Dr. Noreen (Kewanwytewa) Sakiestewa once retold about a young girl who was lazy, and did absolutely nothing.  She did not help her parents take care of her siblings, she refused to grind corn, and she had no desire to learn Hopi stories and songs.  Seeing her laziness and apathy, people in the village called her kyena, which is Hopi slang for “ignorant one.”

Sakiestewa recounts that one day, as the girl wandered about near the wash by her village, she sat under a large cottonwood tree.  The wise old cottonwood tree realized that her people, and even the animals, had become angry with her, and so he asked the young girl: “Why are you not a part of your people?”  The girl did not respond, and so the wise old cottonwood tree told her to gather yucca plants and to bring them to him.

When she returned, the wise old cottonwood tree taught her how to weave a plaque with a coil design.  But the girl became restless, and she wanted to learn other design patterns to incorporate in her plaques.  So the wise old cottonwood tree told her to observe the things of nature.  “Look at the sky, the mountains, and the animals, and they will show you new patterns for your plaques.”

After several days or traveling and searching, the young girl from Moencopi came across a rattlesnake who asked her why she had wandered so far from her village. “I am on a journey to find new designs,” she told him.  And so the wise old snake said to her, “Look at the design on my back. I give you permission to use my design in your plaques.”

Soon the young girl came across other designs, and months later, she returned to her people with beautiful plaques and immediately started teaching her sisters, and other girls in the village how to make baskets.  All that she had learned amazed the people at Moencopi.  And from that day forward, they no longer called her kyena.

In her retelling of this story, Sakiestewa asks the question:

“At what point did the girl come out of not being kyena?  Overwhelmingly, the response was when she learned to make baskets.  The Hopi response to when she stopped being kyena was when she returned and taught the skill of basket making thereby completing her circle.” [Norene E. Kewanwytewa, "Being Hopi: A Collaborative Inquiry Into Culturally Responsive Education," Ed.D. Dissertation, Northern Arizona University, 2002, pp. 2-4].

Today, as we gather together to honor our students, I close by urging our Native graduates to return to the cottonwood trees of their communities.  Complete the circle, and take what you have learned at the University of Illinois and contribute something useful to your people.  And never forget that long ago, our people held to and practiced indigenous ways of understanding that provided meaning, and continue to provide meaning, for every aspect of life.

Proposed Revisions to Hopi Education Ordinance #36

Click image to download the schedule

Proposed Ordinance 36 Revisions - Click image to download the 15 page document

Original 1981 Hopi Tribe Education Ordinance, Click image to download the 31 page document

 

California Indian Education (CALIE) launches new website on American Indian boarding schools

The California Indian Education (CALIE) organization recently launched a new website on American Indian boarding schools. The website is managed by Ernie C. Salgado, Jr., of the Soboba Indian Reservation.  Jon Allan Reyhner, Professor of Education at Northern Arizona University, has written the Forward for the web page. In addition to giving a history of Indian boarding schools, Reyhner has provided brief commentaries on numerous books and authors of Indian boarding school studies. If you have a minute, be sure to make your way over to the CALIE website.  This is a great resource for those interested in the American Indian boarding school experience.

Matthew Sakiestewa Gilbert

Hopi Tribe Constitution Draft 24A Defeated

I just received word from Benjamin Nuvamsa that the proposed Hopi Tribe Constitution Draft 24A has been defeated.

Vote: 656 NO; 410 YES

I hope to get official word on the matter in the morning, and I will be sure to update this post with any new information.

See also BEYOND THE MESAS post: Nuvamsa responds to defeated Hopi Tribe Constitution Draft 24A, and the following news stories: Hopis reject proposed changes to tribal constitution (Felicia Fonseca, Associated Press/Arizona Central), Hopi voters reject proposed Hopi constitution amendment (Navajo-Hopi Observer),  Hopi Secretarial Election Results (Hopi We the People website) and Hopis Reject Constitutional Changes (Carol Berry, Indian Country Today).

Letter to Hopi and Tewa people regarding Hopi Constitution Draft 24A by Benjamin H. Nuvamsa

January 21, 2011

To The Hopi and Tewa People:

On January 27, 2011, Hopi and Tewa people will be going to the polls to vote on a new tribal constitution that will replace our 1936 constitution, if the injunctions filed in tribal and federal courts by tribal members do not stop the election.  It is sad that many of the voters simply do not know what is contained in the proposed new constitution, Draft 24A, because the proponents failed to explain to them, in detail, the provisions of the proposed constitution.

The Hopi Tribal Council, on August 4, 2010, voted to allow the Secretarial Election to proceed, without knowing the full implications on our way of life.  The Hopi tribal leadership and council members that voted in favor of the action item failed to listen to tribal members who expressed grave concern over this draft.  Tribal members wanted to have input but were denied.  So once again, our tribal government has divided us.

A few of us who are concerned about the impacts the Draft 24A, took it upon ourselves to educate our people.  In our sessions, we found most, if not all are opposed to the proposed constitution.  We found that people are very angry at the tribal leadership for allowing this to happen without full consultation and their input.  Tribal members are adamant that we do what we can to preserve our traditional ways of life.

I cannot help but think of all the hard work and thought processes that the framers of our original 1936 constitution must have gone through to craft a document that has sustained us for over 75 years.  They were visionary people.  They were not divided and cared for the future of our people.  My grandfather, Peter Nuvamsa, Sr., our first tribal chairman, was one of the spokesmen along with Irving Pabanale, Albert Yava, and George Cochise.  Our village chiefs, Kikmomgnwit, throughout the villages were consulted, including Kutka and Tunewa (Sichomovi and Walpi), Sateli (Tewa), Talahevtewa (Shungopavi), Masaquaptewa (Sipaulovi), Komalevtewa (Mishongnovi), Lomavitu (Kykotsmovi), Tawakwaptewa (Oraibi), Kochongva (Hotevilla), Kiwanimptewa (Bacavi) and Siemptewa (Moenkopi).

The leaders and framers gave specific instructions to Oliver LaFarge to craft language that protected village sovereignty and our traditional ways.  They made sure the following provision was included: “Each village shall decide for itself how it shall be organized.  Until such a village shall decide to organize in another manner, it shall be considered as being under a traditional Hopi organization, and the Kikmongwi of such village shall be recognized as its leader”. (Emphasis added).  The leaders made sure the sovereign right of our villages was not delegated to the Hopi tribal council.  They made sure we did not simply adopt an Indian Reorganization Act template constitution.  But now, we are faced with a proposed constitution that is modeled after the Cheyenne-Arapaho Tribes’ constitution where Robert Lyttle participated in drafting their constitution.

Draft 24A destroys our traditional village governments because it contains the following replacement language: “Each village shall decide for itself how it shall be organized, including selection of its council representatives subject to section 3(b)(vi) below. Each form of village organization shall be consistent with the constitution”. (Emphasis added).  The new language eliminates a village’s decision-making right and eliminates them as “traditional organizations” and will require the villages to adopt new village constitutions that must be consistent with the new tribal constitution (Draft 24A).

There are many other things wrong with Draft 24A, including the complete elimination of Article XI – Taxation, from our current tribal constitution.   If 24A passes, the Hopi Tribe and villages can no longer impose taxes, fees, duties and assessments to produce revenues.  The tribe’s budget is heavily dependent on these revenues and will be impacted significantly.  Villages depend heavily, if not solely, on annual allocations from the tribe’s general fund.  Bringing our sovereign villages in as a fourth branch of tribal government is a foreign concept, even to how the United States and state governments are organized.  Draft 24A gives the tribal council and the president very broad powers and we lose the “balance-of-powers” controls.

The election process is also highly questionable.  While the Secretarial Election, by law and regulation, is the sole responsibility of the Bureau of Indian Affairs, we all know the tribal chairman and his staff is actually running the federal Secretarial Election while the local BIA offices stand by and allow it to happen.  Once the BIA assumed control and responsibility when it authorized the Secretarial Election on November 4, 2010, our voter registration and personal information came under the control of the federal government and protection under the federal Privacy Act, but the tribal staff gained direct and unauthorized access to our records.  As a result, some voters received a letter from the tribal chairman’s office in an attempt to sway their votes using the addresses of the registered voters.  Because of the breach of our privacy, I am no longer confident that we will, in fact, have a clean, legitimate election.

It is unfortunate the tribal council (the 8 members that voted in favor) did not consider the full impacts of Draft 24A and did not allow for full dialogue on this draft before they voted to approve the action item on that infamous day of August 4, 2010.

Federal rules require that only 30 per cent of the 1,488 registered voters are required to cast their votes to make this a legitimate election.  This means a minimum of 446 votes must be cast and a majority of those votes, or a minimum of about 227 votes, are required to approve Draft 24A.  We only hope and pray that Hopi and Tewa people will make an informed decision before casting their votes.

Benjamin H. Nuvamsa

Village of Shungopavi & Former Hopi Tribal Chairman


 

Hopi Youth Return to Mesa Verde – A film by Hopi Footprints of the Ancestors

A few weeks ago I passed along an announcement on my blog about 4 Hopi film screenings at the Museum of Northern Arizona. One of these films was Hopi Youth Return to Mesa Verde. This film examines a group of Hopis who traveled to a Hopi migration settlement called Mesa Verde in Colorado. As you watch the film, take note of the similarities that the youth bring up between Hopi ancestral ways and the practices of today’s Hopi people. Their remarks on the continuity of Hopi culture is an important theme in the film.

Matthew Sakiestewa Gilbert

Hopi Code Talker Rex Pooyouma

Today, as we consider the anniversary of the bombing of Pearl Harbor, I want to take a moment and remember Hopis who served their village communities and the United States in World War II. One of these individuals was Rex Pooyouma from the village of Hotevilla on Third Mesa. During the War, Mr. Pooyouma served in the Native American Code Talker Communications Network. He was one of at least 10 Hopi code talkers who used their language to transmit critical messages that saved the lives of countless people and helped to end the War.

In November 1945, Mr. Pooyouma received an honorable discharge from the military at the rank of Private First Class.  He was a decorated soldier and earned several medals, including the American Campaign Medal, the Philippine Liberation Medal, and a Bronze Star. In October of this year, Mr. Pooyouma, the last known surviving Hopi code talker, passed away at the age of 93. He will always be remembered as a hero among our people and one who ventured beyond the Hopi mesas to serve his community and nation.

For more information on Mr. Pooyouma’s involvement in World War II and his role as a Hopi code talker, please visit the following website: http://nhonews.com/Main.asp?SectionID=1&SubSectionID=1&ArticleID=12971

Matthew Sakiestewa Gilbert


Copyright Notice

© Matthew Sakiestewa Gilbert and BEYOND THE MESAS, 2009-2014. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matthew Sakiestewa Gilbert and BEYOND THE MESAS with appropriate and specific direction to the original content.

About the author

Matthew Sakiestewa Gilbert is enrolled with the Hopi Tribe from the village of Upper Moencopi in northeastern Arizona. He is an associate professor of American Indian Studies & History at the University of Illinois at Urbana-Champaign.

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Sun Chief: An Autobiography of A Hopi Indian by Don C. Talayesva, New foreword by Matthew Sakiestewa Gilbert (Sept. 2013)

Marathoner Louis Tewanima and the Continuity of Hopi Running, 1908-1912 (Western Historical Quarterly, Autumn 2012). Winner of Spur Award for Best Western Short Nonfiction, Western Writers of America (2013)

“Hopi Footraces and American Marathons, 1912-1930″, American Quarterly, Vol. 62, No. 1, March Issue 2010 (Click image to download article)

Hopi runner Philip Zeyouma’s trophy cups featured on cover of American Quarterly

Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929 (University of Nebraska Press, 2010)

Education beyond the Mesas – Introduction (click image to download)

“‘The Hopi Followers’: Chief Tawaquaptewa and Hopi Student Advancement at Sherman Institute, 1906-1909″, Journal of American Indian Education, (Click image to download article)

The Indian School on Magnolia Avenue: Voices and Images From Sherman Institute (Oregon State University Press, 2012)

Arizona English Teachers Association highlights Hopi authors (click image to download)

Constitution and Bylaws of the Hopi Tribe (With all amendments, click to download)

Click to listen to KUYI On-Line

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