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1	Éléments de grammaire du tseltal : une langue maya du Mexique / Polian, Gilles, January 1900 (has links) Texte remanié de: Thèse de doctorat--Sciences du langage--Paris 3, 2004. / Bibliogr. p. 255-263. Index. Tzeltal (langue)
2	From ethos to identity : Religious practice as resistance to change in a Tzeltal community, Tenejapa, Chiapas, Mexico Rostas, S. January 1986 (has links) The thesis is based on fieldwork carried out in the Tzeltal community of Tenejapa. It is concerned primarily with the practices of the "traditional" religion, which is part of a so-called cargo system. The practices are that aspect of the lives of the traditionalists that they conceive of as being the most unchanging in an environment that is otherwise altering rather rapidly. All that is considered to be part of the habitus of tradition and in particular their religion tends to be classified by the term "stalel" and to have a particular ethos. Since the Spanish Conquest, the Indians have used the practices largely unconsciously as protective mechanisms to shield themselves from mestizoisation, although they have always been and are still dependent on the Mestizos for their ceremonial prerequisites. The thesis outlines the organization of persons and the fiestas and other events that they celebrate. It discusses the substances that they use for ritual and the ceremonial language of prayer. It then looks at the people in the community who involve themselves in the cargo practices and who, by so doing, perpetuate the ethos of "stalel", year after year. Recently, however, the Indians have felt themselves to be under increasing pressure to change, an awareness that is explored during .Carnival. As various kinds of national institutional infrastructure have been provided for them in the community, they have become aware that their identity can have a positive aspect. While the numbers of those participating in the religious cargos has fallen, many have converted to various Protestant sects. Such conversions indicate a shift from an unconscious perpetuation of a particular ethos to a greater awareness of identity, and represent for the Indians a means of raising their status in their own eyes and those of the Mestizos, whilst retaining their cultural identity, which they are in the process of redefining. 301 Tzeltal religious traditions
3	Intégration nationale et éducation au Mexique L'Instituto Nacional Indigenista dans la municipalité d'Oxchuc, Chiapas, 1951-1971 Corbeil, Laurent January 2006 (has links) Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal. Acculturation Indiens Indigènes Indigénisme Tzeltal
4	MEDICAL AND SOCIAL CHANGES IN A TZELTAL MAYAN COMMUNITY Harmon, Robert Charles January 1969 (has links) No description available. Tzeltal Indians. Indians of Mexico -- Medicine.
5	Autonomía y educación indígena : las escuelas zapatistas de las cañadas de la selva Lacandona de Chiapas, México / Autonomie et éducation indienne : les écoles zapatistes dans les vallées de la forêt Lacandone au Chiapas (Mexique) / Autonomy and Indigenous Education : The Zapatista Schools in Las Cañadas of The Lacandon Forest in Chiapas (Mexico) Baronnet, Bruno 17 September 2009 (has links) A partir des pratiques éducatives des paysans zapatistes du Chiapas, l’autonomie se conceptualise comme la construction collective d’un projet des peuples indiens dans un champ de domination et de résistance sociale. Au cœur de la dispute avec l’Etat nation, le contrôle des communautés sur les éducateurs qu’elles désignent et évaluent est mis en perspective avec d’autres contextes, discours et actions d’organisations politiques autochtones en Amérique latine. Avant 1994, des programmes indiens d’éducation, d’abord clandestins, comme dans le Quiché guatémaltèque et le Cauca colombien, constituent des antécédents à l’expérience zapatiste d’autonomie radicale. En tant que politiques endogènes, sui generis, et historiquement situés dans des territoires ou des refuges multiculturels, ils remettent en question la capacité et la légitimité de l’Etat nation dans la gestion administrative et pédagogique des écoles. Avec l’autorité de l’assemblée des familles et de nouvelles charges communautaires [notamment les « promoteurs d’éducation »], les relations de pouvoir et les positions d’intermédiation sociale se reconfigurent entre les acteurs de l’Etat et des territoires rebelles. La participation active des militants Tzeltal contribue à l’appropriation sociale de l’école, en étant un frein à la différenciation sociale et à l’assimilation culturelle. Elle est un moteur de la dignité et de la légitimité de gérer l’espace et le temps scolaire, mais aussi les méthodes et les contenus. Les changements liés à l’autonomie bousculent ainsi les continuités de l’organisation de l’école, du rôle politique et du travail des enseignants, et des choix pédagogiques pertinents du point de vue des Indiens zapatistes. / Based on the educational practices of the Zapatista peasants of Chiapas, autonomy is conceptualized as the collective construction of a project of Indian peoples in a field of domination and social resistance. At the center of the dispute with the nation state, control over educators by the communities who designate and evaluate them is put into perspective with other contexts, discourses and actions of indigenous political organizations in Latin America. Before 1994, Indian education programs, primarily clandestine, as in the Quiché [Guatemala] and Cauca [Colombia], were antecedents to the Zapatista experience of radical autonomy. As endogenous policies, sui generis, and historically located in multicultural territories or refuges, they call into question the capacity and legitimacy of the nation state in the administrative and pedagogical management of schools. With the authority of the assembly of families and of new communitarian roles! [including the “promoters of education”], the power relations and the social positions of intermediation are being reconfigured between State actors and rebel territories. The active participation of Tzeltal activists contributes to the social appropriation of the school, thus becoming a barrier against social differentiation and cultural assimilation. This participation is an engine for dignity and legitimacy in managing space and time at school, as well as methods and contents. Changes related to autonomy destabilize the status quo in terms of the organization of the school, the political role and work of teachers, and the educational choices relevant for Zapatistas indigenous people. Sociologie de l’éducation Enseignants Chiapas [Mexique] Tzeltal [Indiens] Amérique Latine Sociology of education Teachers Chiapas [Mexico] Tzeltal [Indigenous] Latin America
6	Představování Západu: Marginalita a možné životy na předměstí mexického města / Imagining the West: Marginality and Possible Lives at the Outskirts of a Mexican City Heřmanová, Marie January 2018 (has links) PhD Thesis Summary: Imagining the West: Marginality and Possible Lives at the Outskirts of a Mexican City Mgr. Marie Heřmanová The thesis aims to develop various results of a long-term fieldwork in the city of San Cristóbal de Las Casas, Chiapas, México, where rural-urban migration was pervasive since the 1960s. The research concentrated on the second generation of Tzotzil and Tzeltal migrants living at the suburbs of the city. Young indigenous people, whose parents came to the city to seek jobs, are now completely bilingual (they speak their maternal language - mostly Tzotzil as well as spanish they have learned in the school in the city). They mostly work in the same areas as the first generation migrants - as shop-keepers, souvenirs sellers or street-food vendors. They are thus in everyday interaction with both tourist and expats in the city centre. These interactions and meetings are in the context of the thesis seen as a consitutive element to imageries of mobility, modernity and Western lifestyles developed by the the young indigenous people from the suburbs. The concept if "Imaginary West" (Yurchak 2005) is central in the thesis, an unseen and yet ever-present homeland of the tourists and most importantly a place where "better lives" happen. The text explores how the search for...
7	Představování Západu: Marginalita a možné životy na předměstí mexického města / Imagining the West: Marginality and Possible Lives at the Outskirts of a Mexican City Heřmanová, Marie January 2018 (has links) PhD Thesis Summary: Imagining the West: Marginality and Possible Lives at the Outskirts of a Mexican City Mgr. Marie Heřmanová The thesis aims to develop various results of a long-term fieldwork in the city of San Cristóbal de Las Casas, Chiapas, México, where rural-urban migration was pervasive since the 1960s. The research concentrated on the second generation of Tzotzil and Tzeltal migrants living at the suburbs of the city. Young indigenous people, whose parents came to the city to seek jobs, are now completely bilingual (they speak their maternal language - mostly Tzotzil as well as spanish they have learned in the school in the city). They mostly work in the same areas as the first generation migrants - as shop-keepers, souvenirs sellers or street-food vendors. They are thus in everyday interaction with both tourist and expats in the city centre. These interactions and meetings are in the context of the thesis seen as a consitutive element to imageries of mobility, modernity and Western lifestyles developed by the the young indigenous people from the suburbs. The concept if "Imaginary West" (Yurchak 2005) is central in the thesis, an unseen and yet ever-present homeland of the tourists and most importantly a place where "better lives" happen. The text explores how the search for...
8	Through the Eyes of Shamans: Childhood and the Construction of Identity in Rosario Castellanos' "Balun-Canan" and Rudolfo Anaya's "Bless Me, Ultima" Nava, Tomas Hidalgo 09 July 2004 (has links) (PDF) This study offers a comparative analysis of Rosario Castellanos' Balún-Canán and Rudolfo Anaya's Bless Me, Ultima, novels that provide examples on how children construct their identity in hybrid communities in southeastern Mexico and the U.S. southwest. The protagonists grow and develop in a context where they need to build bridges between their European and Amerindian roots in the middle of external influences that complicate the construction of a new mestizo consciousness. In order to attain that consciousness and free themselves from their divided selves, these children receive the aid of an indigenous mentor who teaches them how to establish a dialogue with their past, nature, and their social reality. The protagonists undertake that negotiation by transgressing the rituals of a society immersed in colonial dual thinking. They also create mechanisms to re-interpret their past and tradition in order to create an image of themselves that is not imposed by the status quo. In both novels, the protagonists have to undergo similar processes to overcome their identity crises, including transculturation, the creation of sites of memory, and a transition from orality to writing. Each of them resorts to creative writing and becomes a sort of shaman who pulls together the "spirits" from the past, selects them, and organizes them in a narration of childhood that is undertaken from adulthood. The results of this enterprise are completely different in the cases of both protagonists because the historical and social contexts vary. The boy in Bless Me, Ultima can harmoniously gather the elements to construct his identity, while the girl in Balún-Canán fails because of the pressures of a male-centered and highly racist society. Rosario Castellanos Rudolfo Anaya Balún-Canán Bless Me Ultima Shamans Tomás Hidalgo Nava construction of identity Chiapas Mexico New Mexico Ladino mestizo Chicano Mexican American childhood Octavio Paz José Vasconcelos Gloria Anzaldúa René Girard Edouard Glissant Pierre Nora lieux de mémoire milieux de mémoire hybrid hybridity transculturation Fernando Ortiz Angel Rama syncretism written narration shamanism of letters Homi K. Bhabha colonial discourse mestizo consciousness sexism colonialism Tzeltal indigenista orality mestizaje transgression of rituals Paulo Freire Mexican literature Chicano literature Mexican-American literature transculturation and nature Virgin of Guadalupe curandera Amerindian roots racism Spanish conquest acculturation assimilation project of modernization imposed views Antonio Ladino girl Comitán racist society colonial dual thinking identity crisis creative writing sites of memory U.S. southwest Classics Comparative Literature

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