AffiliationBureau of Applied Research in Anthropology, University of Arizona
KeywordsNational Park Service
Devils Tower National Monument
Pipe Spring National Monument
Tuzigoot National Monument
Montezuma Castle National Monument
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Collection InformationThis item is part of the Richard Stoffle Collection. It was digitized from a physical copy provided by Richard Stoffle, Bureau of Applied Research in Anthropology, School of Anthropology at the University of Arizona. For more information about items in this collection, please email Special Collections, firstname.lastname@example.org.
DescriptionThis study is one of the responses by the National Park Service to requirements in NAGPRA. The study was commissioned by the NPS Applied Ethnography Program in Washington, D.C., to identify individuals and tribes affiliated with the objects of cultural patrimony, sacred objects, or unassociated funerary objects at five NPS units, review those unit summaries, assist park or center staff in initiating consultation regarding those objects, and conduct a case demonstration consultation for Pipe Spring National Monument. The project was administered under Cooperative Agreement #8100 -1 -0001 between the Western Archeological and Conservation Center, National Park Service and the University of Arizona. While this study was specific to NAGPRA- related issues, the NPS does stipulate in its Management Policies (1988) that consultation with Native Americans will occur with regard to cultural resource issues. NAGPRA is not the only consultation arena the NPS is currently involved in with Native Americans.
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NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOMMeadows, Bryan Hall (The University of Arizona., 2009)This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.
NATIONAL SELF AND NARRATIVE OF IDENTITY: CONSTRUCTION OF NATIONALISM IN MODERN PERSIAN LITERATURE AND FILMAHMAD, RAZI (The University of Arizona., 2011)This dissertation looks at the dialectical relationship between Persian literary works representing or alluding to the pre-Islamic legacy and the political conditions of Iran. Through discursive analyses, it shows that these works in new political conditions change the orientation and main thrust of their message, and use or allude to the same pre-Islamic legacy for promoting modernization, criticizing official policies or showing resistance to the ruling establishment. The main thrust of their arguments also subtly indicates the country's future intellectual and political orientation.A transition from the traditional to modern use of antiquity took place during the second half of the nineteenth century, mainly as a result of increased interaction with Europe. Until the fall of the Qajarids, the Persian intellectuals and writers such as Akhundzadah, Dihkhuda used pre-Islamic legacy to support their arguments for modernization. Later, the despotic Pahlavi rulers (1925-79) sought to modernize the country but stifled the democratic evolution of polity and employed the pre-Islamic Persian heritage to strengthen monarchy. Hence, the Persian fiction writers such as Hidayat, Shahani, Danishwar dissociated themselves from official nationalism and used pre-Islamic heritage in non-glorifying ways to criticize the official policies.After the Islamic Revolution in 1979, the new rulers reversed the Pahlavi official policy of glorifying the pre-Islamic Iran, and projected Shi'i Islam as the central element of Iranian identity. In their efforts to create Islamic subjects, they deprived people many of their civil and political rights. In the new political environment, the fiction writers such as Danishwar, Sadiqi and Arian showed remarkable interest in using pre-Islamic mythological and historical references, themes and events in their writings. Such literary production functioned as a literary resistance to the policies of the Islamist rulers.To substantiate the findings about the use of pre-Islamic legacy in modern Persian literature, the dissertation also examined the representation of Iranian antiquity in Persian films. The dissertation showed that the political representation of pre-Islamic heritage in Persian literature finds a parallel, though less pronounced, in Persian films too.
National Origin Based Variations of Latino Voter Turnout in 1988: Findings from the Latino National Political SurveyArvizu, John R.; University of Arizona, Department of Political Science (University of Arizona, Mexican American Studies and Research Center, 1994)The Latino community in the United States, currently estimated at over 23 million, is projected to become the largest minority group in America within the next fifteen years. However, insufficient national-level data on Latinos has resulted in relatively few studies being published on the voting behavior of this increasingly important group. Using data drawn from the first national probability sample of Latinos, the Latino National Political Survey, this paper addresses selected socio-demographic indices correlated with voter turnout. The logistic regression model empirically demonstrates the importance of distinguishing among subgroups and identifies the life-cycle effect as a principle determinant of voter turnout.