A True Friend of the Indian

[On April 28, 2026, historian John Troutman of the National Museum of American History delivered a talk at the University of Arizona titled “B.B. King Called it ‘That Sound!’: Finding the Indigenous Roots of Popular Music.” The Department of American Indian Studies hosted the event. I was honored to introduce him at the gathering. My comments are below.]

Good evening, everyone,

My name is Matt Sakiestewa Gilbert, and I have the honor of introducing our speaker, Dr. John Troutman. 

Dr. Troutman currently serves as the Curator of Music and Musical Instruments and Chair of the Division of Culture & the Arts at the Smithsonian Institution’s National Museum of American History, a post he has held since 2016.

Before this, Dr. Troutman was a professor of History and Geography at the University of Louisiana at Lafayette.

In addition to his administrative and academic posts, he is perhaps best known for his scholarship, having published two outstanding books entitled Indian Blues: American Indians and the Politics of Music, 1879-1934, and Kika Kila: How the Hawaiian Steel Guitar Changed the Sound of Modern Music, both of which have won multiple awards.

On a personal note, I first met Dr. Troutman several years ago, as he and I presented at the same conferences, including those early meetings of the Native American and Indigenous Studies Association conference in Norman, Oklahoma, and Athens, Georgia. When we met, we talked about the state of the field, Native history, and the Indian boarding school experience. But mostly we talked about music. 

I still remember in the summer of 2008, when Dr. Troutman reached out to me about my dissertation. He had read it and wanted to cite it in his book, Indian Blues. That made me feel pretty good, and it started a conversation between him and me about Hopi musicians, including one named Clarence Taptooka from my village of Munqapi. A year later, Dr. Troutman’s book came out. How honored I was to read his discussion of my work in his monograph. 

You can learn a lot about a person when you read the Preface and Acknowledgments to their books: what they value, cherish, what motivates them, etc. Here’s a brief excerpt from Dr. Troutman’s Preface to Indian Blues: 

I would like to recognize the extraordinary talents, tenacity, and courage of Native people featured in this book who challenged the federal government’s policies of assimilation and allotment in such profoundly important and creative ways. As a small tribute to them, and in memory of Hartman Lomawaima, the proceeds from this book will benefit the Hopi Education Endowment Fund.

Dr. Troutman does more than write about Indian people; he helps make opportunities for them, including Hopi students pursuing a college education beyond the mesas. 

Finally, I think it is important to mention that Dr. Troutman is not just a terrific scholar, former professor, and a highly esteemed administrator. He is also one of our own. In the mid 1990s, Dr. Troutman navigated this campus as an M.A. student in American Indian Studies. It was here that he studied with AIS faculty Nancy Parezo, K. Tsianina Lomawaima, David Wilkins, and Tom Holm, among others, ultimately completing a thesis entitled “The Overlord of the Savage World: Anthropology, the Media, and the American Indian Experience at the 1904 St. Louis World’s Fair.” 

It’s great to have you back, John.

Without further ado, please join me in welcoming a true friend of the Indian, Dr. John Troutman.

Hunting Elk on Hopi Lands – Video [2026]

In this video I tell a story about hunting elk with my father, Willard Sakiestewa Gilbert, from Upper Munqapi. The account takes place on October 14, 2025, in Unit 5B North (Hopi-owned Hart Ranch), southwest of Winslow, Arizona. Each year, the Hopi Wildlife & Ecosystems Management Program works with Arizona Game and Fish to secure a set number of hunting permits for its tribal members. This hunt is known as the Hopi Hunt. I have written more about the Hopi Hunt in a previous post. The video incorporates images enhanced or created by Artificial Intelligence, namely SuperGrok, and music generated by ElevenLabs. I used this project to become more familiar with AI and its many capabilities, all while keeping my voice original and unaltered.

A short piece on Hopi running for Highlights magazine

Seven years ago, editors from Highlights, a magazine for children, asked if I would be willing to write a short piece on Hopi running. I was thrilled to do so. The piece, titled “A Hopi Tradition Continues,” was part of a larger story on Hopi runner Louis Tewanima called “Miles from Home” by Kim Valice.

When I was young, my parents (and school) subscribed to Highlights, and I, along with my siblings, spent hours reading its stories, fascinated by the many colorful drawings and other images gracing its pages. Taking place before children could “surf” the internet, we waited for the arrival of each new edition with great anticipation. The magazine became our gateway to the world.

As I reflect on my childhood, this contribution will always remain special to me. It is not a “heavy-hitting” scholarly piece, published in one of the academy’s esteemed journals. It is not something that would significantly enhance a faculty’s tenure and promotion case. However, it is more meaningful than that. It was written for children, most of whom had never heard about the Hopi people, where we come from, or our long tradition of distance running.

Diversity and inclusivity in the classroom

Ten years ago, while serving as the Dean’s Diversity Fellow in the College of Liberal Arts and Sciences (LAS) at the University of Illinois at Urbana-Champaign, I was asked to write a brief statement on diversity and inclusivity in the classroom. My views on diversity and inclusivity are primarily based on my Christian beliefs, values I received from my parents, and belonging in the Hopi community. My opinions here are not comprehensive; others have written many books about the topic. They are, however, principles that guide each class that I teach. I have included the statement below and adapted it to reflect my teaching at the University of Arizona.

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Every Person Matters

Every person has an important role in furthering diversity and inclusivity at the University of Arizona. For some, “diversity” speaks only to one’s gender, racial or ethnic background. While representing these areas is crucial for any environment to be diverse, a fuller understanding of diversity includes much more. 

Over the semester, you will sit next to students from different regions of the United States and other parts of the world. And you will learn alongside individuals from different social, cultural, or religious backgrounds. Some of your peers will hold views that are vastly different or perhaps even very similar to yours.

Author lecturing at the UofA. Photo by Faraz Saberi

But as long as people from the same cultures or other commonalities keep only to themselves or only value the opinions of those who are like-minded, then a truly inclusive community will never be achieved. Having a diverse group of people in any one place is not enough. A diverse environment is not always an inclusive one.

Inclusivity begins when diverse people, which includes all people, acknowledge each other’s presence. It happens when individuals converse with one another and when they care enough to appreciate their differences.

A classroom committed to inclusivity functions with the understanding that every person matters. It does not require people to agree with one another or to see the world in the same or similar manner. But it is a space where everyone’s perspectives and opinions are valued and where people’s presence and participation are encouraged.

From the moment you walk into the classroom, you will already enter a very diverse space. In this regard, obtaining a diverse environment in class is the easy part. The challenge and excitement come when each person works together to transform that space into an inclusive one.

AIS@UA Alumni Highlight – A Conversation with Michelle Hale

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

AIS@UA Alumni Highlight – A Conversation with Michael Lerma

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

One More for the Hopi

[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

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Emory Sekaquaptewa, Photo courtesy of the Navajo-Hopi Observer

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 Screen Shot 2019-12-30 at 12.17.01 PMon 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.

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University of Illinois, Photo courtesy of E. Jason Wambsgangs, Chicago Tribune

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.”

To be continued…

Hopi Runners wins 2019 David J. Weber-Clements Prize

I am pleased to announce that my book on Hopi long distance runners has won the 2019 David J. Weber-Clements Center Prize for “best non-fiction book on Southwestern America.”

The award is presented annually by the William P. Clements Center for Southwest Studies and the Western History Association. I received the award last week at the Western History Association conference, which was held at the Westgate Resort and Casino in Las Vegas.

This would not have been possible without the support of many people over the years who encouraged me as I wrote and completed the book. To them, I extend a heartfelt Kwakwha!

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Making a run for the desert

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Seated at the UofI AIS Director’s Desk

I am excited to announce that I will be leaving the University of Illinois soon to begin a new appointment as Professor and Head of the Department of American Indian Studies at the University of Arizona!

After 13 years at the UofI, I am finally making my way back to the Southwest and closer to family and the larger Hopi community.

I will be leaving wonderful colleagues and friends in the American Indian Studies Program and the Department of History, terrific students, and a very supportive College and campus administration.

But I will be joining a highly respected and established AIS department, a community of outstanding faculty and students, and a university (and program) that I have always wanted to work at.

Needless to say, I am thrilled to be making this run for the desert and taking part (once again) in the second wave of Hopi migration.

To the fence and back!