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Showing posts with label Uto-Aztecan Roots. Show all posts
Showing posts with label Uto-Aztecan Roots. Show all posts

Saturday, February 01, 2025

Who is an Immigrant? The Identity of a Nation

Friends:

I love pieces like these (see below), the work of dedicated scholars who do the hard, granular, decades-long work of trying to understand truly complex phenomena like national identity, attitudes toward immigrants by the larger population, attitudes among immigrants themselves toward immigrants and immigration, as well as the prevalence of ideologies like the American Dream.

After the Tomás Jiménez piece, I post below, the equally provoking "The American Dream, Revised," authored by Stanford Economics professor, Ran Abramitzky. These concise articles are part of a larger Stanford Magazine special issue that you should read, as they address historical tensions about immigration dating back to 1790 and the other, a focus on the meaning of citizenship.

At the outset, none of the articles in the special issue make note of the fact that the "nation of immigrants" myth is one that consists of shared stories within not solely, "a culture," but a dominant one, at that. So when we use this phrase, scholars included, this reflects a myth that is premised on the erasure of Native Americans that wittingly or unwittingly gets reinscribed even by what we know to be excellent scholarship, which this is.

As a side note, read Olúfẹ́mi O. Táíwò's book, Elite Capture, to unpack how it happens that dominant myths acquire unquestioned status.

This myth is so profound that it keeps us from acknowledging that from 1790 to the present is the most recent part of our history here on "Turtle Island"—the name for this continent that consists of Canada, the U.S., Mexico—and, for many, the Caribbean Islands and Greenland, as well.

When we factor in the Indigenous history of Native North America, not only did our ancestors travel freely up and down the continent, but they were also, as a consequence, intermarried and interconnected. After all, native North American tribes were mostly exogamous, meaning that they married outside their tribe, clan, or nation for purposes of strengthening alliances and promoting genetic diversity (Zion & Yazzie, 1997).

Similarly, take, for instance, the Uto-Aztecan language family, representing two Indigenous language groups, Ute and Nahuatl, that linguists like de la Cruz (2021) and Haugen (2025) know belong together. This, of course, concurs with the notion that the ancestral homeland of the Nahuatl-speaking Mexicas or Aztecs resides in what is known today as the state of Utah.

This is not a flight of fancy, but rather appears on the Disturnell map of 1847, which specifically notes "Aztlán," the Aztec's ancestral homeland, where the Colorado and Green rivers meet in Utah. This map was attached to the Treaty of Guadalupe-Hidalgo. Read: Aztlanahuac: Mesoamerica in North American (April 7, 2005). The late Dr. Roberto Cintli Rodrigues is credited for bringing the Disturnell map to light.

De-tribalized Mexican Americans like myself are often viewed as "Mexica-centric," valuing the Aztec, as opposed to other forms of Indigenous identities. I think it's more than a false consciousness of privileging an imperialistic nation—although those kinds of logics can also simultaneously be at play for some. 

I still wonder at how these deep histories that connect us to this continent at our root accords us that depth for connection not just to our Indigenous identities, but also to the land, our land, Turtle Island where no one is neither illegal, nor an immigrant. Rather, the original peoples of native North America were enormously diverse (see Stiffarm & Lane, 1992) such that today's "inmigrantes," "migrants," or "immigrants" are largely our cousins returning home.

Finally, our complex, cultural heritage and the resilience of our ancestors should absolutely inspire a sense of pride and identity that transcends modern political boundaries and politics that want to make us forget that the longest part of our history on Turtle Island precedes July 4, 1776, the founding date of this nation, by millennia. 

This connection to our past helps us navigate our present and envision a future where our diverse Indigenous identities and languages are celebrated and preserved—while maintaining, as always, a sense of openness and compassion towards sojourners, refugees, and others today who want to make this place their home.

Enough said, enjoy these illuminating short pieces.

-Angela Valenzuela

Reference

de la Cruz, A. (2021). Introduction to Nahuatl: The Language of the Aztecs. University of New Mexico. Digital Repository.

Haugen, J. (2025). Uto-Aztecan. In S. Wichmann (Ed.), The Languages and Linguistics of Mexico and Northern Central America: A Comprehensive Guide (pp. 159-208). Berlin, Boston: De Gruyter Mouton.

Stiffarm, L.A. & Lane Jr., P. (1992). Demography of Native North America: A suggestion of American Indian survival,” in M. Annette Jaimes, ed., The State of Native America: Genocide, Colonization and Resistance. Boston: South End Press.

Zion, J. W., & Yazzie, R. (1997). Indigenous law in North America in the wake of conquest. Boston College International and Comparative Law Review, 20, 55.


The Immigration Puzzle:Four ways to think about the path to citizenship.

Winter 2025
Illustration: Alex Albadree

Photo: Do Pham/School of Humanities and Sciences/Stanford University 

The Identity of a Nation

Tomás Jiménez is a professor of sociology and the founding co-director of Stanford’s Institute for Advancing Just Societies. He is also director of the Qualitative Initiative within Stanford’s Immigration Policy Lab. His latest book, States of Belonging: Immigration Policies, Attitudes, and Inclusion, examines how state-level immigration policies shape belonging among Latino immigrants, U.S.-born Latinos, and U.S.-born whites in Arizona and New Mexico.


My grandfather, a migrant farm worker from Mexico, used to tell my adolescent father: “Di me con quién andas, y te diré quién eres.” Tell me who you walk with, and I’ll tell you who you are, a warning prompting my father to think twice about the company he kept. A version of that warning guides how we understand American identity in response to immigration: Show me your immigration politics and policies, and I’ll tell you what kind of nation you are. Following that guidance draws attention to big and loud events—hasty policy responses, election outcomes, and politicians’ bombastic statements—that might lead us to conclude that we are a nation of immigrants no more.

But a fuller picture comes from the perspectives of the everyday individuals who make up the nation. As a sociologist who studies how immigrant newcomers and long-established populations adjust to each other, I have spent nearly two decades observing immigration opinion data and talking with hundreds of individuals from all walks of life about how immigration shapes their understanding of American identity. My observations lead me to conclude that the idea of the nation of immigrants is a nostalgic, historically oriented view more than an aspirational future-facing perspective. For 400 years, people worldwide have come to the land that would become the United States. They and their descendants have defined what the United States has become socially, politically, and economically. These very people laud immigrants from a bygone era, as well as contemporary immigrants who are well-settled. But they are also reluctant to allow future immigrants for fear of the resulting cultural changes.

Survey and interview data highlight three traits of people’s belief in the nation of immigrants. The first is that, collectively, they are ambivalent—they like the immigrants we have had but want to limit who comes next. Data from Gallup, a survey organization, showcases the ambivalence. Majorities of Americans have accommodating views of immigrants already here: They think immigration is good for the country, are sympathetic toward undocumented immigrants, support allowing undocumented immigrants to become citizens if they meet specific requirements, and have the same view of individuals brought to the United States without legal status as children. And yet, Americans also support beefed-up border security, expanding border wall construction, and limiting the number of individuals seeking asylum on the border.

Second, taken individually, Americans’ views defy contemporary caricatures of the close-the-border-and-deport-them-all Republicans versus open-the-border-to-everyone Democrats. True, Democrats and, to a lesser degree, independents express more accommodating views, while Republicans hold more restrictive opinions. Responses to hundreds of interviews my colleagues and I gathered in the 2010s in California, Arizona, and New Mexico animate how Americans defy partisan caricatures. Self-described liberal Democrats who believed in the benefits of immigration also told us there should be some controls. For example, when asked about border security, a Latino and liberal Democrat in Arizona said: “I’m for the border security. We can’t let everybody [in].” He added, “It sucks, you know. I feel they should let them be citizens. It’s a long process but let them be here.” Republicans who favored muscular border security also expressed sympathy for undocumented immigrants, which included allowing them to legalize and even become citizens. When we asked a staunch Donald Trump supporter whether she would favor more welcoming policies in her home state of New Mexico, she said, “I would support [restrictive policies], depending on how it was done. I don’t want people rounded up. I’d like to see it done more like, if you’ve been here for a number of years and can show proof of residency and proof you’ve got a job, you should be able to walk into an office somewhere and sign up for the road to citizenship.”

Third, survey data and interviews reveal that Americans’ concerns about immigration are principally tied to cultural change, with the English language front and center. The importance of English comes from a belief in the practical need for people to share a common language and from what it shows about a commitment to being part of the nation. Beyond that, Americans leave room for immigrants to weave their cultural threads into the national fabric. Responding to a question about English-only laws, a middle-aged woman in California encapsulated the consensus: “America is not one culture; it’s not a society of people. It’s multicultural. And why should people from other countries be stripped of their culture because they are now living in America? And I think English should be the first language. And if it means you learn, you have to learn.”

It would be easy to conclude from election-year immigration politics that the United States is no longer a nation of immigrants. But that’s not quite true. According to the people who make up the nation, we are more like a nation of immigrant descendants, confident in and proud of the country’s immigration history and the contributions that immigrants and their descendants have made. With the next administration, more restrictive immigration policies are likely to further entrench that notion.

The American Dream, Revised

Professor of economics Ran Abramitzky is the senior associate dean for the social sciences in the School of Humanities & Sciences. His research is in economic history and applied microeconomics, with a focus on immigration and income inequality. He is a research associate at the National Bureau of Economic Research and a senior fellow at the Stanford Institute for Economic Policy Research. 


For some readers, the phrase “streets of gold” evokes the age-old dream that immigrants can come to the United States penniless but quickly find opportunity. But my research partner, Leah Boustan, and I chose it as the title for our book for a different reason. We were inspired by the words of an unknown Italian immigrant, painted on the wall of the Ellis Island Museum, who is credited with saying, “I came to America because I heard the streets were paved with gold. When I got here, I found out three things: First, the streets weren’t paved with gold; second, they weren’t paved at all; and third, I was expected to pave them.”

In Streets of Gold: America’s Untold Story of Immigrant Success, we build new “big data” on millions of immigrant lives to reassess some of the common myths about immigration over the past two centuries. Think of us like curious grandchildren searching branches of their family tree online, but a million times over. We dug through genealogical websites like Ancestry.com that allow the public to search for their relatives, and developed methods to automate these searches so we could follow immigrants and their children as they moved up the economic ladder. As the unknown Italian immigrant knew all too well, we found that the “rags to riches” narrative of quick immigrant success has long been a myth. Both in the early 1900s and today, immigrants who have arrived with few skills have often continued to work in low-paying jobs throughout their lives.

In contrast, the children of immigrants have been very upwardly mobile, especially those who’ve grown up in poverty. The narrative that today’s immigrants and their families are stuck in a permanent underclass is another myth not borne by the evidence. 

For example, consider what happens when we compare children raised in families with similar earnings. And let’s think about children growing up at the 25th percentile of the income distribution, which is around $31,000 a year today, roughly equivalent to two adults working full time for the federal minimum wage. What we find in this apples-to-apples comparison is striking: The children of immigrants are able to move beyond the economic position of their parents more so than the children of U.S.-born parents. This mobility advantage shows up in every historical period and from nearly every country of origin and is particularly strong for the poorest families.

Focusing on children raised in the late 1970s and early 1980s, so that they are old enough for us to capture in the data their incomes in adulthood, we find that even children of parents from very poor countries like Nigeria and Laos earn more than the children of the U.S.-born raised in similar households. The children of immigrants from Central American countries—countries like Guatemala, El Salvador, and Nicaragua, which are often demonized for contributing to the “crisis” at the southern border—move up faster than the children of the U.S.-born, landing in the middle of the pack (right next to children of immigrants from Canada).

What’s more, some of the immigrant groups that politicians accused in the late 19th and early 20th centuries of having little to contribute to the economy—the Irish, Italians, and Portuguese—actually achieved the highest rates of upward mobility. Today, the children of immigrants from Mexico and the Dominican Republic are just as upwardly mobile as the children of Swedes and Danes were 100 years ago, going from the 25th percentile to the 50th percentile. One key factor that enabled the children of immigrants to escape poor circumstances and move up the economic ladder had to do with location. Immigrant parents have tended to move to areas that offered upward mobility for everyone. In the past, this mostly meant that immigrants did not settle in the American South, a region that offered fewer economic opportunities for them. The U.S. born, by comparison, were (and are) more rooted in place. 

One broad takeaway from our book to policy is that the short-term view that politicians tend to take for immigration undermines immigrants’ success. Catching up with the U.S. born might not happen for the immigrants themselves, but it does for their children. A long view of immigration policy, from the perspective of 100 years of U.S. immigration history and looking at the children of immigrants, could lead politicians to a more welcoming immigration policy that appreciates immigrants’ contributions to the U.S. economy and society. 

Monday, June 28, 2021

Happening tomorrow. Linguistic Connections of the Americas - Nahuatl and Ute

Super exciting! Happening tomorrow. A conversation across borders about the Uto-Aztecan language family, investigating linguistic correspondences, including identities. Scroll down for more information.

-Angela Valenzuela



Linguistic Connections of the Americas - Nahuatl and Ute

Date: Tuesday, June 29

Time: 1-2:30 p.m. MST

Locations: YouTube (Spanish) and Zoom (English and Spanish channels)

Learn more: Webpage

Please note: You have the option to join us via YouTube or Zoom based on your preference. If you join us through Zoom, you will need to register in advance to receive the Zoom link.  

In partnership with the Consulate of Mexico in Salt Lake City, join us for a virtual discussion with experts as they discuss two indigenous language groups, Ute and Nahuatl. Ute and Nahuatl occupy opposite ends of the Uto-Aztecan language family -- not only geographically but also linguistically. This presentation will highlight some of the similarities and differences between the two languages and cultures and explain why linguists are nevertheless convinced that they belong together.

 

Thank you,

Meredith Medina

 


Events and Communications Coordinator

International & Area Studies

University of Utah, CTIHB 210

801.581.6518

www.ias.utah.edu

 

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Tuesday, September 20, 2016

Art & Identity: Barraza's Roots Reflected in Color, Canvas - Dr. Santa Barraza

We have so much talent in Texas.  I'm happy to share these images and story by and about Dr. Santa Barraza, respectively, that appear in the Javelina Today, the Magazine of Texas A & M University-Kingsville.  

She is the quintessential Tejana artist and teacher, widely respected for her many contributions, most especially her artistic representations of indigenous, pre-Columbian icons, themes, and folklore.

To these, I add a photo I took of one of her pieces in a colleague's home in California that graces her living room wall.

Thank you, Santa, for your inspirational work that continues to enrich, deepen, and nourish our sense of selves as people native to this continent, to these very lands that we have inhabited for literally hundreds of years.

I hope that someday UNESCO will recognize the unparalleled strength, beauty, and power of your work as a World Heritage contribution to humanity.


Con toda sinceridad,

Angela Valenzuela

c/s

Art & Identity:  Barraza's Roots Relected in Color, Canvas



Friday, January 08, 2016

Utah's Two-Tiered Seal of Biliteracy is Laudable but What About Curriculum? by Angela Valenzuela

 As per the news article mentioned herein (scroll down to read), Utah's two-tiered seal of biliteracy that goes into effect in 2017 provides a good new wrinkle or metric of biliteracy that is defensibly much better than a single, up or down, indicator.  Based on a 2010 U.S. Census figure of Utah's demographics, the most obvious application of this seal is with respect to Spanish-English bilingualism and biliteracy.  According to this Demographic Profile of Hispanics in Utah, 2011 (Pew Hispanic.org), the state's Latinos are also predominantly Mexican origin (74%) and are 13% of the state's population as displayed below.


Source: https://en.wikipedia.org/wiki/Demographics_of_Utah
Hence, the only correction I would add is for Utah not to consider Spanish a "foreign language." This characterization is not only limiting but also not tenable from the standpoint of a very deep history of the Spanish language and Spanish-speaking people on this continent—with multiple varieties alone spoken in the U.S.  

Despite the fact that we as North Americans—even in our higher education institutions—are frequently myopic about such things, the Spanish language influence is so profound that it finds expression across the entire U.S. American landscape that is dotted by Spanish and indigenous names (cities, towns, rivers, landmarks, etc.).  Mexicans are of course mestizos/as (mixed bloods) and these identities are overlapping, fluid, and very much still at play today—and for many of us, in an everyday way.

Saying these things doesn't mean that we as indigenous peoples weren't colonized by the Spanish either. Indeed, at one time Spain was a truly foreign, imperial power that enslaved, committed genocide, and wreaked havoc on our ancestors (Galeano, 1997). Rather it's calling out the clear alienation—and possible willful ignorance—of those holding power today like policymakers, politicians, state agency heads, and news writers themselves—from the very children and community that they ostensibly want to serve.  

My criticism would matter less if this ideological ambiguity were to find no expression by the teachers holding power in the classroom.  However, we know that ideas, framing, assumptions, biases, and structured silences matter.  If Utah's Latino/a—especially Mexican-origin—children are treated like "foreigners" on U.S. soil—rather than as the descendants of cultures and communities with a presence on this continent that dates back at least to 13,500 B.C. (Dixon, 2000)—then children stand to get systematically deprived of an important, affirming connection to history, place, and self.  And how multiply tragic for this to be so when the Mexica or Aztecs whose linguistic roots belong to the "Uto-Aztecan" family, suggesting strongly a connection between the Utes (after whom Utah was named) and the Mexica. There's a lot of richness to discover here that scholars like Cintli Rodriguez (2014), Colín (2014), and many others have researched in an in-depth manner.

Unfortunately, our nation's culturally chauvinist curricula to which our youth are routinely subjected, by definition, fail to construct a meaningful educational practice out of students’ lives—indeed, students of any culture—albeit most egregiously so for the descendants of native inhabitants of this continent.  The outcome is a routine practice (politics) of erasing dialects, cultures, community-based identities, funds of knowledge, and generational and contemporary histories of struggle against repressive policies and politics.  Will our children get at all exposed in Utah, for example, to their civil rights history?  Will they even be seen as having a history?  

It's important for our children to know these histories and stories so that they can learn that personal problems, more often than not, attach to larger social issues about which they need to be change agents. And learning these stories can further serve as guides to action.  

Moreover, particularly at the present moment wherein our children are regularly exposed to toxic, anti-Mexican and anti-immigrant rhetoric and messages, they need a curriculum that instills them with a strong, positive identity and sense of cultural uplift and pride.  They need to see their communities and themselves as nurturing, resourced, and agentic so that they won't suffer from despair against racism and other forms of oppression.  

To counter these dominant narratives into which their lives are inescapably enmeshed is to instill a sense of possibility in all that they seek to accomplish in life.  Our communities very much need to organize there and everywhere and be part of this unfolding.  Otherwise, our communities are objectified, treated like objects to whom stuff gets administered, as opposed to negotiated and co-constructed.
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Fortunately, there are teachers in Utah schools and beyond that get this and they'll be happy to see their pedagogy validated in this post. They'll surely nevertheless feel a sense of urgency about curriculum and the extent to which it is a "domesticating" or "liberating" one.  The late Brazilian educator Paolo Freire (1970, 1998) articulates this problematic best throughout his writings.

Given that so few books and so little curricula exist at all levels in comparison to that which exists for the mainstream (or "whitestream" [Urrieta, 2009]) America—the kind of informed knowledge, pedagogy, teacher recruitment and preparation that would optimally attach to all bilingual, dual language classrooms and programs—is in short supply.  This problematic isn't unique to Utah; it's an unfortunate ubiquitous problem throughout the U.S.—even here in Austin, Texas.  As you can see from this video of our local efforts embodied in our Saturday academy, "Academia Cuauhtli," we're trying to do something about this. (Like us on Facebook.)

There's actually a long history of multiculturalism—and debates over multiculturalism—that easily dates back to the 1940s in Texas, so this really isn't new.  I would simply say that ours is an invigorated agenda today in places like Texas, California, New Mexico, and Arizona—despite real political repression against Mexican American Studies there. It would be awesome to bring Utah on board. Our universities would need to get involved—or be involved more. Your bilingual and dual language teachers could lead the way as so many of them are doing here in Austin, Texas.  See this post for a good description of our efforts in Austin and statewide.

All told, this is an important and admirable step that Utah is taking.  As with any endeavor, it's always good to know what you don't know. I truly hope that Utah teachers and school leaders will lead in every way possible.  It is a new day and you should be very proud.

Angela Valenzuela
c/s


References

Cintli Rodriguez, R. (2014). Our sacred maíz is our mother: Indigeneity and belonging in the Americas. Tucson, AZ: University of Arizona Press.
Colín, E. (2014). Indigenous education through dance and ceremony: A Mexica palimpsest. New York, NY: Palgrave Macmillan.
Dixon, E. J. (2000). Bones, boats, and bison: Archeology and the first colonization of western North America. Albuquerque, NM: New Mexico Press.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Bloomsbury Publishing. 
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.   
Galeano, E. (1997). Open veins of Latin America: Five centuries of the pillage of a continent. New York, NY: Monthly Review Press.  
Urrieta, L. (2009). Working from within: Chicana and Chicano activist educators in whitestream schools. Tucson, AZ: University of Arizona Press. 

Utah Unveils New Wrinkle For Seal of Biliteracy Honor



Utah is the 15th state to adopt an official seal of biliteracy, an honor that promotes bilingualism among K-12 students by offering special recognition for graduates who demonstrate fluency in two or more languages.

But it may the first in one respect. Following the recommendation of the nation's leading bilingual education groups, officials in the Beehive State will establish a two-tier seal of biliteracy to separately honor advanced and intermediate speakers.

The two-tier biliteracy seal was among the recommendations presented by the American Council on the Teaching of Foreign Languages (ACTFL) and other organizations that drafted recommendations for the seal of biliteracy in spring 2015.

Using ACTFL's proficiency guidelines for speaking, writing, listening, and reading languages, the state will award platinum seals to students who reach an "Advanced Mid" level. According to the
guidelines:

"Advanced Mid speakers contribute to conversations on a variety of
familiar topics, dealt with concretely, with much accuracy, clarity and
precision, and they convey their intended message without
misrepresentation or confusion. They are readily understood by native
speakers unaccustomed to dealing with non-natives."


Gold seals will go to students at the Intermediate Mid level. According to the guidelines:

"Intermediate Mid speakers are able to express personal meaning by
creating with the language, in part by combining and recombining known
elements and conversational input to produce responses typically
consisting of sentences and strings of sentences. Their speech may
contain pauses, reformulations, and self-corrections as they search for
adequate vocabulary and appropriate language forms to express
themselves. In spite of the limitations in their vocabulary and/or
pronunciation and/or grammar and/or syntax, Intermediate Mid speakers
are generally understood by sympathetic interlocutors accustomed to
dealing with non-natives."


Intermediate Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to produce responses typically consisting of sentences and strings of sentences. Their speech may contain pauses, reformulations, and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. In spite of the limitations in their vocabulary and/or pronunciation and/or grammar and/or syntax, Intermediate Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives."
 
Utah will offer its biliteracy seals to students proficient in English and one or more world languages or the indigenous languages of Navajo or Ute. The honor is available to all students, including English-language learners, starting with the graduating class of 2017, said Gregg Roberts, a world languages and dual-language immersion specialist with the Utah State Office of Education
Other states that offer biliteracy seals have toyed with the idea of a two-tier system, but face a quandary: set the bar for proficiency too low and the honor loses some of its luster because students aren't truly proficient in the language; or set the bar too high and make the seal nearly unattainable?
"We want to make sure that students are truly achieving in that second language," Roberts said.
The state school board in December unanimously approved the plan to offer the seal. The seal will be administered at the state level and school districts may not opt out.

"For equity reasons, we wanted to make it available to all students," Roberts said.

Roberts said a committee of language-learner experts will meet in the coming weeks to determine which assessments the state will use to measure students' proficiency in the second language.
The ACTFL, the National Council of State Supervisors for Languages, the National Association for Bilingual Education, and the TESOL International Association, recommend that students demonstrate proficiency on state tests for English/language arts for all students and English-language development exams for English-learners; and that native English speakers seeking to demonstrate proficiency in another language should achieve a state-determined minimum score on any number of tests, including Advanced Placement or International Baccalaureate exams, and tribal-language assessments.

Establishing the seal of biliteracy in Utah is just the latest push in the state's effort to boost foreign language education.

In recent years, government and industry leaders in Utah have ramped up resources and funding for dual-language learning, offering languages ranging from Portuguese to Mandarin, with the goal of developing a multilingual work force to lure international companies to their state in an increasingly competitive job market. The state is among a growing number that see foreign language acquisition as the key to accessing the global economy.

  Seal of Biliteracy Approved Guidelines