Reclaiming What Has Been Forgotten We Still Live Here, a film by Anne Makepeace, is about the reclamation of the Massachusetts Wampanoag language by the linguist Jessie Little Doe Baird, the creator of the Wampanoag Language Reclamation Project. The film illustrates the hardships and struggles in which Jessie Little Doe Baird and her colleagues had to go through, translating ancient Wampanoag texts, reuniting members of contemporary Wampanoag communities, and reclaiming the language itself. The film illuminates the life of the Wampanoag language and cultural meanings. How there had been threats posed to both since the times of European colonization, when the Wampanoag people had put up little resistance. The film is not a recap of the Wampanoag …show more content…
people’s endurance of their culture over the years. Rather, the film shares the history-making processes being implemented at the present time. How a said to be “dead language” was revived and restored within an ongoing community. The film shows people of Wampanoag decent taking classes, speaking the language, sing and perform the ancestral songs, tell stories and legends, they even speak of how the communication has opened borders in the culture. We learn that the drive people have to learn the Wampanoag culture and language is not only base on their own selves, but is mostly to ensure the future of the Wampanoags for their children and keeping their history and culture close. In the first opening scenes of the film, Jessie Little Doe recounts the recurring dreams she would have decades ago, during which she heard the Wampanoag language spoken by ancestors who helped her find the path in which she could restore the language. These dreams became the stimulus which provoked Jessie to her lifetime achievements of linguistic research, and her leadership in the community-based teaching of the Wampanoag language and culture. It also helps her in her commitment to the creation of the ever growing Wampanoag dictionary. As a result of this work, the Wampanoag Language Reclamation Project was established in 1993. Jessie, along with a fellowship and master’s degree in linguistics, was also awarded a grant to support her in the continuation of linguistic research on behalf of the Wampanoag people. Along with the Wampanoag language, the film stresses the urgency of efforts to preserve endangered languages, or languages which are under attack by the more dominant cultures. Norvin Richards, a specialist in indigenous languages, who works with Jessie on the WLRP, notes with the endangerment and potential loss of these languages and cultures, there is also a potential loss of cultural and intellectual diversity in the world. He alludes how this is of great concern with the fact that by the end of this century, there may result a loss of 50-90% of the languages spoken in the world today. Throughout the film, we can see how well the Reclamation Projects is working and how alive the Wampanoag language is through Jessie’s daughter Mae, a young child.
We see scenes where Mae is happily conversing with her mother in both English and Wampanoag in the car as they pass through a town of Wampanoag named streets. This visual imagery urges the viewer to wonder how these familiar representations of Indian words and sayings work to hide how the indigenous people live in modern times. With the lack of presence of local Native peoples in the forms of mass media, people have started to believe the myth of the disappearance of the Native peoples in places such as New England. The film also briefly gestures, through interviews, that people have started to dismiss Indians as being long gone from the world, and that non-Natives see them as “invisible people” in order to justify the Euroamerican absorption of indigenous regions. The film encourages us to understand that, even with the impact of history, Native peoples still live here, and that they are still connected to their native land, that their homeland is one of the most important relationships. Jessie explains, “I lost my land rights” Translated into Wampanoag is “I fall down onto the ground,” because “For Wampanoag people to lose one’s land, is to fall off your
feet.”
In the chronological, descriptive ethnography Nest in the Wind, Martha Ward described her experience on the rainy, Micronesian island of Pohnpei using both the concepts of anthropological research and personal, underlying realities of participant observation to convey a genuine depiction of the people of Pohnpei. Ward’s objective in writing Nest in the Wind was to document the concrete, specific events of Pohnpeian everyday life and traditions through decades of change. While informing the reader of the rich beliefs, practices, and legends circulated among the people of Pohnpei, the ethnography also documents the effects of the change itself: the island’s adaptation to the age of globalization and the survival of pre-colonial culture.
In the book Bad Indians, Miranda talks about the many issues Indigenous People go through. Miranda talks about the struggles Indigenous people go through; however, she talks about them in the perspective of Native Americans. Many people learn about Indigenous People through classrooms and textbooks, in the perspective of White people. In Bad Indians, Miranda uses different literary devices to show her perspective of the way Indigenous People were treated, the issues that arose from missionization, as well as the violence that followed through such issues. Bad Indians is an excellent example that shows how different history is told in different perspectives.
The Hawaiian culture is known throughout the western world for their extravagant luaus, beautiful islands, and a language that comes nowhere near being pronounceable to anyone but a Hawaiian. Whenever someone wants to “get away” their first thought is to sit on the beach in Hawai’i with a Mai tai in their hand and watch the sun go down. Haunani-Kay Trask is a native Hawaiian educated on the mainland because it was believed to provide a better education. She questioned the stories of her heritage she heard as a child when she began learning of her ancestors in books at school. Confused by which story was correct, she returned to Hawai’i and discovered that the books of the mainland schools had been all wrong and her heritage was correctly told through the language and teachings of her own people. With her use of pathos and connotative language, Trask does a fine job of defending her argument that the western world destroyed her vibrant Hawaiian culture.
Wade Davis’ article, Among the Waorani, provides much of the content brought to light in Nomads of the Rainforest. His article delves deeper into their culture and motivations allowing one to more fully understand their beliefs, relationships, and savagery. Both the documentary and article attempt to create a picture of their close-knit relationships and their desire f...
At the beginning of the documentary, it explains the situation of the conquest by the Europeans. How they arrived to native people's lands, how they assimilated the native population. And their success was guns, germs and steel. The documentary says that these three elements shaped the history of modern world.
“Quantie’s weak body shuddered from a blast of cold wind. Still, the proud wife of the Cherokee chief John Ross wrapped a woolen blanket around her shoulders and grabbed the reins.” Leading the final group of Cherokee Indians from their home lands, Chief John Ross thought of an old story that was told by the chiefs before him, of a place where the earth and sky met in the west, this was the place where death awaits. He could not help but fear that this place of death was where his beloved people were being taken after years of persecution and injustice at the hands of white Americans, the proud Indian people were being forced to vacate their lands, leaving behind their homes, businesses and almost everything they owned while traveling to an unknown place and an uncertain future. The Cherokee Indians suffered terrible indignities, sickness and death while being removed to the Indian territories west of the Mississippi, even though they maintained their culture and traditions, rebuilt their numbers and improved their living conditions by developing their own government, economy and social structure, they were never able to return to their previous greatness or escape the injustices of the American people.
Across Canada and the United States there are many First Nations languages which are a part of the Algonquian language family, all of which with varying states of health. Although these languages share many characteristics of the Algonquian language family, the cultures, systems of beliefs, and geographic location of their respective Nations differentiate them. In being shaped by the landscape, cultures, and spirituality of the First Nations, the language brings the speakers closer to their land and traditions while reaffirming their identity as First Peoples. Using the Blackfoot Nation to further explore this concept, this paper will show that while language threads together First Nations culture, spirituality, traditions and land, as well as their identity, each of these essential components also maintain and revitalize the language.
As a result, both films represent Natives Americans under the point of view of non-Native directors. Despite the fact that they made use of the fabricated stereotypes in their illustrations of the indigenous people, their portrayal was revolutionary in its own times. Each of the films add in their own way a new approach to the representation of indigenous people, their stories unfold partly unlike. These differences make one look at the indigenous not only as one dimensional beings but as multifaceted beings, as Dunbar say, “they are just like us.” This is finally a sense of fairness and respect by the non-native populations to the Native Indians.
When a native author Greg Sams said that the reservations are just “red ghettos”, the author David disagree with that. He thinks there must be something else beyond that point. After his grandfather died, he somehow changed his mind. Because he could not think anything e...
In a desperate attempt to discover his true identity, the narrator decides to go back to Wisconsin. He was finally breaking free from captivity. The narrator was filling excitement and joy on his journey back home. He remembers every town and every stop. Additionally, he admires the natural beauty that fills the scenery. In contrast to the “beauty of captivity” (320), he felt on campus, this felt like freedom. No doubt, that the narrator is more in touch with nature and his Native American roots than the white civilized culture. Nevertheless, as he gets closer to home he feels afraid of not being accepted, he says “… afraid of being looked on as a stranger by my own people” (323). He felt like he would have to prove himself all over again, only this time it was to his own people. The closer the narrator got to his home, the happier he was feeling. “Everything seems to say, “Be happy! You are home now—you are free” (323). Although he felt as though he had found his true identity, he questioned it once more on the way to the lodge. The narrator thought, “If I am white I will not believe that story; if I am Indian, I will know that there is an old woman under the ice” (323). The moment he believed, there was a woman under the ice; He realized he had found his true identity, it was Native American. At that moment nothing but that night mattered, “[he], try hard to forget school and white people, and be one of these—my people.” (323). He
LaDuke, Winona. All Our Relations: Native Struggles for Land and Life. Cambridge, MA: South End Press, 1999. Print.
The film Wodaabe: Herdsman of the sun, by Werner Herzog, gives the audience a unique perspective of the lives of the Wodaabe Tribe. The film captures the men of the tribe getting ready for the festival called Gerewol, art is captured through out the film when the men are getting ready by applying the elaborate makeup, hats, body adornments and dancing performance.
For example, in the local school, stereotypes such as the image of the ‘wild man’ are consolidated by claiming that there was cannibalism among the indigenous people of the northwest coast (Soper-Jones 2009, 20; Robinson 2010, 68f.). Moreover, native people are still considered to be second-class citizens, which is pointed out by Lisamarie’s aunt Trudy, when she has been harassed by some white guys in a car: “[Y]ou’re a mouthy Indian, and everyone thinks we’re born sluts. Those guys would have said you were asking for it and got off scot-free”
Throughout House Made of Dawn Momaday forces the reader to see a clear distinction between how white people and Native Americans use language. Momaday calls it the written word, the white people’s word, and the spoken word, the Native American word. The white people’s spoken word is so rigidly focused on the fundamental meaning of each word that is lacks the imagery of the Native American word. It is like listening to a contract being read aloud.
On Wednesday, May 15th George and his team saw an indian village while on the road. He wrote that the wigwams, or homes, in which...