The Tewa are a Pueblo Indian group from New Mexico, some of whom migrated around 1700, in the aftermath of the second Pueblo Revolt, to their present location on First Mesa of the Hopi Reservation in northern Arizona. This collection of more than one hundred tales from both New Mexico and Arizona Tewa, first published in 1926, bears witness to their rich cultural history. In addition to emergence and animal stories, these tales also provide an account of many social customs such as wedding ceremonials and relay racing--that show marked differences between the two tribal groups. A comparison of tales from the two divisions of the tribe reveals something of what has happened to both emigrant and home-staying Tewa over two centuries of separation. Yet, while only half of the Arizona tales are distinctly parallel to the New Mexican, additional similarities may be found in such narrative features as the helpfulness of Spider old woman and her possession of medicine, creating life magically under a blanket, or Coyote beguiling girls into marriage. Elsie Clews Parsons was a pioneering anthropologist in the Southwest whose works included the encyclopedic Pueblo Indian Religion. The Tewa tales she gathered for this volume are thus notable not only as fascinating stories that will delight curious readers, but also as authentic reflections of a people less known to scholars.

This book is not a descriptive monograph, but an essay in cultural analysis, one which views culture as a system of symbols and which takes form under the impact of modern structural theory. A theme which runs throughout is the concept of dual organization, a structure which once characterized ten to fifteen percent of all known human societies, and which is found in a highly developed form among the Tewa today. Defined as "a system of antithetical institutions with the associated symbols, ideas, and meanings in terms of which social interaction takes place," a dual organization is for the Tewa a natural result of adapting to an environment comprised of opposites--two extremes of weather during the year; two means of subsistence, hunting in winter and farming in summer; and two periods and directions of migration in the origin myth.

My Life in San Juan Pueblo is a rich, rewarding, and uplifting collection of personal and cultural stories from a master of her craft. Esther Martinez's tales brim with entertaining characters that embody her Native American Tewa culture and its wisdom about respect, kindness, and positive attitudes.

The Global Humanities Reader is a collaboratively edited collection of primary sources with student-centered support features. It serves as the core curriculum of the University of North Carolina Asheville's almost-sixty-year-old interdisciplinary Humanities Program. Its three volumes--Engaging Ancient Worlds and Perspectives (Volume 1), Engaging Premodern Worlds and Perspectives (Volume 2), and Engaging Modern Worlds and Perspectives (Volume 3)--offer accessible ways to explore facets of human subjectivity and interconnectedness across cultures, times, and places. In highlighting the struggles and resilient strategies for surviving and thriving from multiple perspectives and positionalities, and through diverse voices, these volumes course correct from humanities textbooks that remain Western-centric. One of the main features of the The Global Humanities Reader is a sustained and nuanced focus on cultivating the ability to ask questions--to inquire--while enhancing culturally aware, reflective, and interdisciplinary engagements with the materials. The editorial team created a thoroughly interactive text with the following unique features that work together to actualize student success: * Cross-cultural historical introductions to each volume * Comprehensive and source-specific timelines highlighting periods, events, and people around the world * An introduction for each source with bolded key terms and questions to facilitate active engagement * Primed and Ready questions (PARs)--questions just before and after a reading that activate students' own knowledge and skills * Inquiry Corner--questions consisting of four types: Content, Comparative, Critical, and Connection * Beyond the Classroom--explore how ideas discussed in sources can apply to broader social contexts, such as job, career, project teams or professional communities * Glossary of Tags--topical 'hubs' that point to exciting new connections across multiple sources These volumes reflect the central role of Humanities in deepening an empathic understanding of human experience and cultivating culturally appropriate and community-centered problem-solving skills that help us flourish as global and local citizens.

The region of northern New Mexico and southern Colorado holds a unique place in the world of Spanish folk literature. Isolated from the rest of the Spanish-speaking world for most of its history since its first settlement in 1598, it has retained, even into our own time, much of its Hispanic folkloric heritage from the sixteenth and seventeenth centuries-ballads, songs, poems, folktales, sayings, anecdotes, proverbs, riddles, and folk drama. In this book, written in the late 1930s and never before published, Aurelio M. Espinosa, New Mexico’s pioneer folklorist, presents the first comprehensive, authoritative account of the relict folklore, bringing together the results of his collecting during the first third of this century, in the Southwest and in Spain, and his many ground-breaking scholarly studies.

Collection of Indian tales in which each tale is shown to be representative of a certain type of tale which occurs in more than one tribe or geographical region.