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.
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.
Stephen Kent Amerman, an associate professor of history at Southern Connecticut State University, has published a book entitledUrban Indians in Phoenix Schools, 1940-2000. His book is part of the Indigenous Education Series with the University of Nebraska Press. Various studies have been written on the educational experiences of American Indian people. However, much of this literature has tended to focus on the Indian boarding school experience during the so-called assimilation period. Recent studies, such as Taos/Dine scholar Glenabah Martinez’s monograph, Native Pride: The Politics of Curriculum and Instruction in an Urban Public Schooland Amerman’s book, fill a major gap in the literature on the experiences of Native students who attended public high schools. Amerman also writes about Hopis who went to Phoenix urban schools, which is a topic not often examined by scholars of Hopi and Indian education history. Below is a brief synopsis of the book from the University of Nebraska Press website.
Matthew Sakiestewa Gilbert
In the latter half of the twentieth century, tens of thousands of Native American families moved to cities across the United States, some via the government relocation program and some on their own. In the cities, they encountered new forms of work, entertainment, housing, and education. In this study, Stephen Kent Amerman focuses on the educational experiences of Native students in urban schools in Phoenix, Arizona, a city with one of the largest urban Indian communities in the nation. The educational experiences of Native students in Phoenix varied over time and even in different parts of the city, but interactions with other ethnic groups and the experience of being a minority for the first time presented distinctive challenges and opportunities for Native students.
Using oral histories as well as written records, Amerman examines how Phoenix schools tried to educate and assimilate Native students alongside Hispanic, Asian, black, and white students and how Native children, their parents, and the Indian community at large responded to this new urban education and the question of their cultural identity. Reconciling these pressures was a struggle, but many found resourceful responses, charting paths that enabled them to acquire an urban education while still remaining Indian.
Stephen Kent Amerman is an associate professor of history at Southern Connecticut State University. His articles have appeared in American Indian Culture and Research Journal, American Indian Quarterly, and Journal of Arizona History.
Over the past year, several people have stumbled across my blog looking for information on Hopi runners. For those who might be interested, I have made my article “Hopi Footraces and American Marathons, 1912-1930” (American Quarterly, March Issue 2010, Vol. 62, No. 1, pp. 77-101) available for download. Simply click on the above image to download the article as a PDF document.
On Monday of this week the University of Nebraska Press released my book Education beyond the Mesas. My book examines the Hopi experience at Sherman Institute in Riverside, California, from 1902 to 1929. It is a story of resistance, accommodation, and ways Hopi pupils navigated within their village communities, U.S. government policies, and an institution that was designed to destroy their identities as American Indian people. Furthermore, my book is a story of agency, and it demonstrates how Hopi students used their culture to succeed at school, and examines the challenges the pupils faced when they returned to their homes on the reservation.
Thirty one years ago historian David Wallace Adams remarked that a “ study on the federal Indian boarding school system does not exist.” Today the field of Indian boarding schools has grown substantially with contributions from scholars such as Adams, K. Tsianina Lomawaima, Brenda Child, Clyde Ellis, and many others. Recent studies have focused on Indian health, literature, education policies, and the ways Indian pupils “turned the power” at schools originally designed to destroy American Indian cultures. A term used by historians Clifford E. Trafzer, Jean Keller, and Lorene Sisquoc, “turning the power” describes the ability of Native students to turn their educational experiences to their advantage, which often included bringing helpful knowledge and skills back to their indigenous communities.
In my book I examine the ways Hopis “turned the power” at Sherman Institute, and I build upon the work of several scholars including those who have written about the mandatory enrollment of Hopi students at U.S. government schools. While many books on Indian boarding schools examine the experiences of Native students who came from several communities, Education beyond the Mesas is a community specific book that seeks to understand the Hopi experience at Sherman Institute through a Hopi historical and cultural framework. In the book’s Introduction, I argue that a community specific book on the Hopi places
the history and culture of the Hopi people at the focal point of the narrative. It asks how a student’s culture and tribal history influenced their experience at an Indian school, and builds upon the contributions of other scholars to uncover the complex ways that Hopi history and culture intersected with U.S. government policies. Apart from providing the reader with a historical narrative, this book challenges the notion that a study on the Indian boarding school experience must be understood primarily through a defined framework of Indian education policies. Community-specific books begin with the history and culture of Native people and attempt to determine how students understood their unique experiences at Indian boarding schools as Zunis, Navajos, Apaches, or other Indian people. [Education beyond the Mesas, p. xxix]
I would not have been able to complete this book without the help and support of many individuals. I am especially thankful to my wife, Kylene, and our daughters Hannah, Meaghan and Noelle, and other family members. My colleagues at the University of Illinois, in both the American Indian Studies Program and the Department of History, have provided me with tremendous support since I arrived at Illinois in Fall 2006.
I further extend appreciation to the Hopi Cultural Preservation Office, the Hopi Education Endowment Fund, and the Hopi Tribe Grants and Scholarship Program who so generously made available resources for me to pursue an education beyond the mesas. There are also many Hopi and non-Hopi scholars, students, and community members who have helped and encouraged me along the way, which includes the incredible editorial staff at the University of Nebraska Press. Finally, I wish to acknowledge my grandfather, Victor Sakiestewa, Sr. from Upper Moencopi, who gave me the inspiration and reason to write on his alma mater, “dear ole Sherman.”
Sahmie Sunshine Wytewa, 2010 NIEA Board of Directors candidate
I am pleased to announce that Sahmie Sunshine Wytewa, an enrolled member of the Hopi Tribe and lifelong educator, is an official candidate for the National Indian Education Association (NIEA) board of directors. Wytewa comes to the NIEA with an incredible amount of experience, a passion for the advancement of Indian education, a close connection to the Hopi community, and an impeccable work ethic. NIEA members will have the opportunity to vote for candidates at the upcoming NIEA Convention held in San Diego, California, on October 7-10, 2010. Below is Wytewa’s personal statement on the NIEA website: http://www.niea.org/events/board.php
Sahmie Sunshine Wytewa, Hopi: Ms. Wytewa is a prime candidate for NIEA board membership given her strengths as a practicing educator, educational background, and her strong desire to provide leadership in education. In addition to her professional qualities, she is also an involved community member of the Hopi tribe who has endured the challenges of balancing her culture and educational pursuits. As a mother, Sahmie has taken great care in providing the experiences of traditional values and real-life expectations for her children.
As an educator, Ms. Wytewa understands the significance of accountability in academic achievement and the inequalities that are reflected in the quality of education and misrepresentation of Native populations in regards to academic performance. Working in underperforming schools going through School Improvement, she has the working knowledge of current initiatives in educational reform. Her skills as a teacher have allowed her firsthand insight into the trends in achievement, learning modes of children, and research-based strategies that promote academic growth.
Ms. Wytewa’s continued professional growth is the direct result of her desire to improve the quality of education and learning experiences for all students. Channeling her efforts to further develop reform in Indian education, Sahmie has chosen the course of advancement through leadership. She is committed to working in collaboration with like-minded individuals or groups towards student-centered reform.
With strong ties to her community, Sahmie has an authentic link giving her the advantage of providing background in an otherwise vague theme of Indian education. It is with these combined strengths and efforts, that Ms. Wytewa can be a true asset to the NIEA board in providing many perspectives of education.
Louis Tewanima standing with his many trophies and medals. He is wearing his Carlisle track suit. Photo courtesy of the American Indian Athletic Hall of Fame
In less than a week, family members of Hopi runner Louis Tewanima will host the 37th Annual Louis Tewanima Footrace at the village of Shungopavi on Second Mesa. Tewanima is one of the most celebrated runners in Hopi history and he is best known for winning a silver medal at the 1912 Olympic Games in Stockholm, Sweden. As I think about the upcoming footrace, I am reminded of another Hopi footrace on Second Mesa that involved Tewanima.
In a previous post, I wrote about a Hopi runner named Philip Zeyouma who competed for Sherman Institute at the same time Tewanima ran for the Carlisle Indian Industrial School in Pennsylvania. In April 1912, Zeyouma won the Los Angeles Times Modified Marathon of 12 miles, which earned him an opportunity to compete for the U.S. team in Stockholm. On the other side of the country, Tewanima, who by this time had won several running events, was also scheduled to run in the Olympics.
When news that the two Hopi runners would race against each other in Sweden, excitement spread among the students at both schools. Students at Sherman Institute gloried in the thought that one of their Hopi runners would defeat the famous Louis Tewanima, and the pupils at Carlisle had great confidence that Tewanima would outrun the Hopi runner from Sherman. But the showdown between Zeyouma and Tewanima at the Olympic Games in Sweden never took place.
Shortly before Zeyouma was supposed to leave for Sweden, his father expressed disapproval of his son’s participation in the Olympics. Not wanting to disappoint his father, Zeyouma honored his request and went back to the Hopi Reservation for the summer. However, in my article “Hopi Footraces and American Marathons, 1912-1930,” I note that the
rivalry between the two Hopi runners did not cease when Tewanima migrated back to the Hopi mesas as an Olympian. In September 1912, shortly before they returned to their schools, Tewanima and Zeyouma challenged each other to a race on the Hopi Reservation. On the day of the race, Hopis from the surrounding villages gathered around the starting line and anxiously watched as the two runners made their mark for the twelve-mile course. Zeyouma proudly wore his “Sherman colors,” while Tewanima “appeared in his Carlisle track suit.”
By wearing their running uniforms, the Hopi athletes saw the event as a race between the two schools and identified themselves according to their school affiliation. However, such a display of school loyalty did not go unchallenged by the other Hopi runners in the crowd. Seconds before the race began, some of the older Hopi men remarked that the “boys did not look like [Hopi] runners” at all, and teased Zeyouma and Tewanima for wearing their running outfits. A New York Times reporter noted that when Tewanima heard the men’s insults, Tewanima replied, “If you don’t like our looks get in, and show what you can do.”
The men promptly accepted his challenge and entered the race with no shoes or track suits, and wore “merely discarded” clothes. Six miles into the race, the older men proved too much for the young runners and Zeyouma and Tewanima quit and left the “race to the barefooted runners in the lead.” Coach Joe Shoulder recalled that the winner was about fifty years old, and he looked like he was “dying of consumption” (tuberculosis).
The outcome of the race provides a telling commentary on running in Hopi culture, as well as the relationship between older and younger runners. While the younger runners migrated to off reservation Indian boarding schools, the vast majority of the Hopi people, including older men who were known for the ability to run long distances, remained at home. Consequently, some of the best long-distance runners in U.S. history received little or no attention by those outside of the Hopi community. Although newspaper reporters seemed surprised that men in their fifties had the ability to defeat the younger athletes, the people knew that other Hopis could easily outrun the Hopi Olympian and the track star from Sherman Institute. [“Hopi Footraces and American Marathons, 1912-1930,” American Quarterly, March 2010, vol. 62, no. 1, p. 87, 88]
On Sunday September 5, 2010, runners of various ages will come together to run a footrace on Second Mesa. They will once again make their mark on the start line and run a course similar to the one taken by Tewanima, Zeyouma, and the older runners of the village. In honor of Tewanima, who still inspires thousands of individuals to run, the annual Louis Tewanima Footrace gives testimony to Tewanima’s legacy as an Olympic runner and the continuation of footraces among the people.
Matthew Sakiestewa Gilbert
Philip Zeyouma after winning the 1912 Los Angeles Times Modified Marathon. Photo courtesy of the Sherman Indian Museum
Receive 20% off each copy of Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929, if you order from the University of Nebraska Press. Mention promotion code 6AF10 to obtain the discount. For more information, please click on the following link to download the book’s promotional flyer: Education beyond the Mesas – flyer
I recently returned from attending the American Indian Studies Association (AISA) Conference in Tempe, Arizona. I delivered a paper titled “Hopi Footraces and American Marathons, 1912-1930.” This paper, in its article form, will appear next month in American Quarterly. I was happy to see that some Hopis came to my talk, including two students from ASU. Since I first presented on this topic, I cannot recall the last time I had Hopi long distance runners in the audience. Both of these students were runners.
After the session I talked at length with the students about how the world focuses so much attention on Louis Tewanima, but back home our people realize that while Tewanima was good, other Hopi runners were just as good or better than the famous Olympian from Shungopavi. Although these students already knew about Tewanima, they had not heard of the other runners that I mentioned in my paper. I also did not know about these runners before I started this project.
One of the most rewarding aspects of being a faculty at the University of Illinois is the opportunity I have to make my research available and meaningful to the Hopi community. This has always been the driving force behind my work.
BEYOND THE MESAS, LLC 