On Saturday September 12, I gave a presentation on my book Hopi Runners: Crossing the Terrain between Indian and American (University Press of Kansas). The event was hosted by Amerind Museum in Dragoon, Arizona. I have the privilege of serving on Amerind’s Board of Directors. It is a terrific organization that does a lot of good work with and for Native communities in the Southwest. Below is the video of my talk, with 660 people in attendance!
*Interested in purchasing Hopi Runners? Right now, until October 31, 2020, the University Press of Kansas is running a special if you purchase through their website. Use Promotion Code HOPI30 to receive 30% Off plus FREE Shipping!
Earlier this month I had an opportunity to interview counselor, jeweler, and author Michael Adams (Hopi/Tewa) from the village of Tewa on the Hopi reservation in northeastern Arizona. The interview covers a range of topics, including the role of family in one’s education and career paths, the process of overcoming challenges, schooling beyond the Hopi mesas, and the importance of positive thinking. The interview was conducted on June 10, 2020 via Zoom. To learn more about Michael Adams and his counseling resources and art, please visit:
Matthew Sakiestewa Gilbert, Professor and Head of the Department of American Indian Studies (AIS) at the University of Arizona, interviews former AIS M.A. and Ph.D. student, Michelle Hale (Dine’), now an Assistant Professor of American Indian Studies at Arizona State University (ASU). The interview covers a range of topics including teaching experiences at UA and ASU, federal Indian policies, work among tribal nations, and the Navajo Local Governance Act. The interview was conducted on June 9, 2020 via Zoom.
For more information about the Department of American Indian Studies at UA, visit: WWW.AIS.ARIZONA.EDU
Dr. Carrie Nuva Joseph grew up in Moenkopi on the Hopi Reservation, seven miles downstream from an inactive uranium mill site. The Hopi villagers living downstream the site use water from the Moenkopi wash for agriculture purposes.
As a young mother, she noticed cancer rates higher than average in the area. To better understand why this was happening, she went back to school to get her doctorate and learn how inactive uranium mill sites, specifically those located close to Native American communities, impact those who live there.
Her research helps assess the knowledge base of Hopi community members concerning the waste site, as well as answering questions about cell covers that are supposed to prevent contamination. It is important for her to bring back her research to her community. As a Hopi woman and an indigenous scientist, she feels very connected to the land and sees the importance of communicating science and informing her community about hazardous waste to protect human health.
There are more than five hundred abandoned uranium mines within the Four Corners Region (where Arizona, Utah, Colorado and New Mexico meet). Many are located in tribal communities where human health effects due to environmental contamination are evident. Carrie wants to use environmental science to help prevent further contamination in the area and make sure that information is correctly conveyed to her community and others like it.
This short documentary will be released in 2020 and is made possible in partnership with the The Village of Moencopi (Lower) Administration Office, The Hopi Cultural Preservation Office , and the University of Arizona’s Department of Environmental Science and Tribal Extension Program.
Matthew Sakiestewa Gilbert, Professor and Head of the Department of American Indian Studies (AIS) at the University of Arizona, interviews former AIS Ph.D. student, Michael Lerma, now Dean of the School of Business and Social Science at Diné College in Tsaile, Arizona.
The interview covers a range of topics including Navajo political philosophies of governance, the role of family and mentors in one’s education and career pursuits, graduate studies in AIS at UA, and Indigenous water rights and COVID-19.
The interview was conducted on May 26, 2020.
For more information about the Department of American Indian Studies at UA, please visit: www.ais.arizona.edu
WI-FI HOTSPOTS FOR STUDENTS ON THE NAVAJO AND HOPI NATIONS
Native American students with little or no Internet at home can now access Wi-Fi hotspots on the Navajo and Hopi nations to continue their classes online.Northern Arizona University recently got clearance from Navajo and Hopi leadership to extend Wi-Fi from buildings to parking lots in select locations, allowing students to access online classes from their vehicles while practicing social distancing.
These parking-lot hotspots are open to students from any K12 and college institution and will provide internet access for any mobile device, including laptops and smartphones.
For more information, contact the Office of Native American Initiatives at 928-523-3849, or reach out to Chad Hamill, Vice President of the Office of Native American Initiatives by phone or email at Chad.Hamill@nau.edu
Wi-Fi parking lot hotspot locations:
Navajo Tribal Utility Authority Chinle District Office
Navajo Tribal Utility Authority District Office
> Diné College Locations (Request access by emailing the Office of the President for Diné College atOfficeofthepresident@dinecollege.edu.
Available locations include:
• Shiprock South
• Tuba City
• Window Rock
[The following post includes the first few pages of a new book that I am writing entitled Modern Encounters of the Hopi Past]
Introduction – One More for the Hopi
When I was a young scholar, I had the opportunity to speak with Hopi elder Emory Sekaquaptewa, who at the time was professor of Anthropology at the University of Arizona in Tucson. I had traveled to campus to interview for a faculty position in the Department of American Indian Studies, and he graciously took time out of his busy schedule to visit with me. He inquired about my family, and I shared with him school records that I uncovered about his father at the Sherman Indian Museum in Riverside, California.
He spoke to me as my elder. He was gracious, welcoming, and kind, but he was also very direct. He seemed disappointed that I wanted to return to Arizona so early in my career, explaining positive reasons for our people to spend time away from home. We discussed several topics during our visit. But there was one that proved especially meaningful to me and serves as the intellectual energy behind this book: “I want to write a history book with you that we can use back home,” he said to me, “for our teachers and students.”
Emory knew the significance for Hopi people to write their own history. And he knew the importance for Hopi scholars to share that knowledge with a wide audience, including those in our village communities. Emory had grown up in the village of Hotevilla on the Hopi Reservation in northeastern Arizona. His willingness to receive an education beyond the mesas and teach at a university, paved the way for other Hopi academics such as myself. He showed us how to excel at a research institution. And he demonstrated the importance for us to meet scholarly expectations while remaining closely connected to home.
Having navigated the world of our people and that of an American university, Emory was familiar with the academic and cultural terrain that lay before me and other Hopi scholars. He realized that for us to excel in the academy, we needed to publish our work. And he knew that for me to succeed as a Hopi historian, I needed to provide research that was meaningful and useful to my people.
The co-author of books and numerous articles, Emory also understood the power of the printed word, and of its ability to carry the Hopi voice to a diverse and sometimes unexpected audience. Not long after I started working at the University of Illinois in Urbana-Champaign, I taught a class on Native American religious traditions. Among the readings that I assigned to my students was a chapter by Emory entitled “One More Smile for a Hopi Clown.” In it, Emory explains the meaning of clowning in Hopi culture. He describes in great detail skits between the clowns, katsina dancers, and spectators in a village plaza.
The drama unfolding in the plaza and on the pages of Emory’s chapter captivated the minds of my students. Emory likely never imagined that forty years after he published the essay, students and a Hopi professor in Illinois would be contemplating his every word. He took us with him to a different world, a world of Hopi ceremony, laughter, and clowning. He forced us to consider the value of lightheartedness and the role of humor and self-awareness. And through story and by his example he taught us to not take life or ourselves too seriously. For as Emory so aptly reminds us, the “heart of the concept of Hopi clowning is that we are all clowns.”