Diné Perspectives: Revitalizing and Reclaiming Navajo Thought

Preface

xiii Preface When I was a boy, I never asked my parents or relatives what it means to be Diné (Navajo). Although I am Diné, I do not speak the language fluently. My parents and relatives speak the language on a daily basis. I attend various ceremonies during the spring, summer, autumn, and winter seasons. I listen to various coyote and animal stories told by relatives, medicine people, and others. I live Diné culture, yet I cannot comprehensively define Diné philosophy through the language. I never thought much about Diné philosophy until college. In college I met other Indigenous peoples from around the country and learned about their histories, cultures, and philosophies. I learned sociopolitical concepts such as tribal sovereignty, Native nation building, colonization, decolonization, and identity. My college experience provided me with a better understanding of my Diné identity and what all Indigenous peoples are fighting to protect. After college and graduate school, I taught social studies courses at Fort Wingate High School to predominantly Diné students between the ages of fourteen and eighteen. Many of them did not know the history, culture, and language of the Diné peoples. Consequently, I made a commitment to teach Diné history and culture. I recognized that some students wanted to know their history and culture, while others felt that they had no use for it. I met parents who held similar viewpoints as their children. I pondered over how I as a Diné could work to help the continuance of Diné history, culture, language, and thought. After considerable thought and observation of Diné youths, I decided to enroll in a doctorate program to study Diné identity and to use research as an approach for Diné continuance. During my doctoral program, I thought about the type of project I could work on to examine Diné identity. I chose to investigate cultural identity among Diné college graduates and college students. The study showed that young Diné people are expressing their cultural identity in diverse and familiar ways. Language, philosophy, relationships, pride, and respect frame what it means to be Diné for the individuals in my doctoral study. xiv • Preface Furthermore, a college education influences each Diné in different ways. For some, college greatly enhances their lives. For others, it reenforces their cultural identity. Others experience minimal effect, but later in life a college education might have a tremendous influence. Diné identity in the twenty-first century is continuing in an old and fresh way. During the study, I began to examine my own perspective as a Diné man. I thought about my father’s teachings and the way he conducts himself. Initially I did not dwell on Diné knowledge and thought, but after further reflection, I realized that my father taught me much of what it means to be a Diné man and about Diné thought. He taught me what it means to love and to want his son to be successful and happy. He never expressed what it meant to be Diné and never told me many stories, yet I recognize the many traits of a Diné person. A Diné is one who loves and supports his family. He is a person who overcomes life’s challenges. He is a respectful individual who does not want more than what is needed. He is a quiet person who provides detailed information when needed. He never physically abuses any human or nonhuman being. He loves his family unconditionally . He is a person who works on a daily basis, even on weekends. He is a strong human being. He recognizes that he is one component of a complementary partnership. He is not a complete human being without his partner. He will be criticized at times from family and friends but will never hurt or be spiteful in retaliation. He does everything in life for his family and community and never asks for anything in return. He is a humble person. He is a person who believes in Diné knowledge and a Diné way of life. This belief has helped me understand the importance of Diné thought and perspective. This book is about Diné thought and perspective. Each of the twelve men and women who contributed to this book were brought up and educated in diverse ways. Their perspectives reflect elements of cultural Diné knowledge, analyses, creativity, planning, living, and reflecting. The individuals only represent a small portion of Diné thought, yet they represent the diversity and strength of Diné peoples. Diné thought encompasses knowledge with all...