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- All Subjects: Hopi
- Creators: Romero-Little, Eunice
- Creators: Holly, William C
- Creators: Tidwell, Jacqueline Hettel
- Member of: Theses and Dissertations
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The Hopi people have the distinct term mongwi applied to a person who is charged with leadership of a group. According to Hopi oral history and some contemporary Hopi thought, a mongwi (leader) or group of momngwit (leaders), gain their foremost positions in Hopi society after being recognizably able to fulfill numerous qualifications linked to their respective clan identity, ceremonial initiation, and personal conduct. Numerous occurrences related to the Hopis historical experiences have rendered a substantial record of what are considered the qualifications of a Hopi leader. This thesis is an extensive examination of the language used and the context wherein Hopi people express leadership qualities in the written and documentary record.
ContributorsKaye, Cliff E (Author) / Romero-Little, Eunice (Thesis advisor) / Riding In, James (Committee member) / Tippeconnic III, John (Committee member) / Arizona State University (Publisher)
Created2016
Description
The San Francisco Peaks rise to a height of over 12,000 feet on the Colorado Plateau of Northern Arizona. The remnants of an extinct volcano, the Peaks are sacred to thirteen Southwestern Indigenous nations; they are home to the Kachina spirits of the Hopi, and they mark the eastern boundary of Dinétah, the Navajo homeland. For residents of the city of Flagstaff, which lies just south of the Peaks, the mountains are a source of water, a symbol of the community, and a crucial part of the regional economy. In the summer, tourists from the hot deserts of central and southern Arizona are drawn to the Peaks for a respite from temperatures that routinely reach the triple digits. In the winter, the Arizona Snow Bowl ski area, located on the western slope of the Peaks, provides winter recreation that is crucial to the winter economy of Flagstaff. The intersection of Indigenous religion with Flagstaff’s tourist economy, as well as environmental concerns, has made the Peaks a flashpoint for community conflict numerous times over the last half century. This dissertation explores the Hart Prairie Controversy, a conflict over use of the Peaks that began in 1969 when landowner and developer, Bruce Leadbetter, proposed a ski village to be located at Hart Prairie, just 1,000 feet of elevation below the base of the Arizona Snow Bowl. Leadbetter’s plans for a commercial and residential development to support thousands of tourists and newcomers alarmed neighboring landowners, local environmentalists, and Northern Arizona’s tribal nations, especially members of the Hopi and Navajo tribes. For almost a decade, Indigenous and non-Indigenous actors formed a loose coalition, sometimes working together, sometimes with differing aims, to oppose the Snow Bowl Village proposal through appearances at public hearings, statements in the local media, and when necessary, legal action. This dissertation shows the Hart Prairie Controversy as an example of a time when a confluence of social movements and increased legal and political access, especially among American Indians, coalesced to preserve unique spiritual and ecological ground from development and desecration.
ContributorsHolly, William C (Author) / Lim, Julian (Thesis advisor) / Tebeau, Mark (Committee member) / Miller, Robert (Committee member) / Arizona State University (Publisher)
Created2023