Nakum 2012 (Vol. 3.1)

Letter from the Editor: 2012

Scholarly Articles

As the Sun Shined Brightly: Tigua Representations of Indigeneity and Agency Through Public Presentations, 1889-1936

Scott Comar

Scott Comar is currently a PhD student in the Borderlands program at the University of Texas at El Paso History Department. He holds an MA in history and currently works as an Assistant Instructor at UTEP. Scott’s publications include Border Junkies: Addiction and Survival on the Streets of Juárez and El Paso. Austin: University of Texas Press (2011) and “The Texas Two Step: The Incorporation and Dispossession of the Tigua of Ysleta Del Sur, 1848-1889.” Password 54, no. 2 (2009): 55-72.

Banning the Aztec Calendar: Indigenous, Maiz-Based Knowledge and Teachings at the Heart of Tucson’s Mexican American Studies Curriculum and Conflict

Roberto Dr. Cintli Rodriguez and Norma Gonzalez

Roberto Rodriguez, PhD, is an assistant professor, Mexican American Studies Department, at the University of Arizona. He is a longtime-award-winning journalist/columnist who returned to school in 2003 in pursuit of a Master’s degree (2005) and a Ph.D. in Mass Communications (Jan. 2008) at the University of Wisconsin at Madison. The primary focus of his research is twofold: 1) Maiz as the civilizational impulse for many of the cultures of the Americas, and 2) The History of Red-Brown Journalism & Communications.

Norma Gonzalez holds an M.A. in Educational Leadership and a B.A. in Elementary Bilingual Education. Professionally Norma was a curriculum specialist with the Mexican American Department for the past ten years and today finds herself weathering political attacks within Tucson Unified School District. She has been in the educational profession for the last seventeen years. Additionally, Norma writes curriculum that is culturally responsive and implements it with all students utilizing critical pedagogy from an indigenous epistemology. Currently she is a Cultural Interventionist at a local elementary school teaching a curriculum that is culturally responsive at the Pre-K—Fifth Grade level.

Cultural Discourse and Interpretation of Distressed American Indigenous Communities in Álvarez Nuñez Cabeza de Vaca’s 1542 La relación

Ramon Sanchez

Dr. Ramon Sanchez, since 2007, has been a professor in the Department of Chicano and Latin American Studies at California State University, Fresno. Dr. Sanchez received his PhD in American Studies from the University of New Mexico. His research interests are in the area of cross-cultural Latin American and U.S. Latina/o ethnic studies with a historical emphasis. His most recent publication is “Discourse Map and Empire Building in Álvar Núñez Cabeza de Vaca’s 1542 La Relación.” Estudios de Historia Novohispana, No. 46, enero-julio 2012: 23-45.

Reviews

Indigenitude Theory as a Pedagogical History of Yesterday, Today, and Tomorrow

Margaret Cantú-Sánchez

Margaret E. Cantú-Sánchez recently successfully defended her dissertation and received a Ph.D. in English from the University of Texas at San Antonio. Her primary research interests include an examination of literature and testimonios that document how Latinas and Native American women negotiate the multiple epistemologies of their culture and institutions of learning. She is currently a lecturer at UTSA and is reworking the theories of her dissertation, “Healing the Split:” Tejiendo Mestizajes of Epistemologies in Latina Education and Literature, into a book manuscript.

Indigenous Adaptations to a Changing Social Environment in the El Paso Borderlands and the Tigua of Ysleta del Sur

Scott Comar

The Deeper Truth About Spanish Colonization

Scott Comar

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