Regents' Professor weaves tales of land, culture and community

February 15, 2012

Editor's Note: This professor profile is part of a series that looks at the achievements of seven outstanding faculty members who were named ASU Regents' Professors in 2011.

It’s a small class, and the students sit in a circle, with Simon J. Ortiz at the head. Ortiz is a striking figure, with his dark skin, turquoise and red-coral earrings, and longish graying hair. Simon Ortiz Download Full Image

He begins his informal lecture to the students taking his class, “Indigenous Rhetoric: Creative Struggle Concerning Indigenous Land, Culture, and Community.” He speaks first of the urban American Indian community of 100,000 or so in the Phoenix metro area; the surrounding tribes, such as Ak-Chin and Gila River; and the difficulties native youths face upon returning to the reservations. “Young people want to go home, but there are no jobs,” he says.

As Ortiz speaks, what seems at first like random thoughts tacked together begins to emerge as a story: a story the students in this classroom will help write during the semester. It will be their story, since all of the students are of the Indigenous peoples of Arizona – the story of how they relate to both the city-dwelling native peoples, and to the ones at home on their tribal lands.

The students perhaps don’t realize what a privilege they have, sitting in a small class with Ortiz, who has just been named a Regents’ Professor. But they become aware when a visitor tells them the news.

That Ortiz weaves tales of land, culture and community in his class is no surprise. Ortiz is a renowned poet, scriptwriter, storyteller, author and essayist in the ASU Department of English.

He was among the first to be published in the Native American literary renaissance of the 1960s, along with such icons as Leslie Marmon Silko, N. Scott Momaday, Joy Harjo, Laura Tohe and Lawrence Evers.

His was a circuitous path to the university classroom. He was born in the early 1940s at the Indian Hospital in Albuquerque and raised on the Acoma Pueblo reservation in New Mexico. Following high school he worked in the uranium mines and processing plants of the Grants Ambrosia Lake area.

After working a year at the mines, he quit and went to college to study chemistry – although he was also interested in writing at the time. But college, at the time, was not a good fit, so he enlisted in the Army “to see new places and meet people.”

After the Army, Ortiz returned to college and began writing again, having his first poems and stories published in small literary journals. But again, college didn’t seem to work out, so Ortiz dropped out again and began publishing small newspapers.

In the 1970s, Ortiz began a new battle, one familiar to his family: alcoholism.

“I knew the harm as a child, he said. “I grew up in a dysfunctional family and felt belittled in school. Alcohol subdues your feelings. And, my father was an alcoholic.” Ortiz is celebrating his 18th year of sobriety – “a major accomplishment,” he says.

That Ortiz has written so many books – in English – is amazing, considering his heritage as a native speaker and his distrust of the English language.

Ortiz said, in “A Circle of Nations: Voices and Visions of American Indians,” that he “wasn’t really sure that writing stories and poems was the best way to express myself as an Indian. I felt that expressing myself in the ‘Mericano’ language –English – was a modern-day trait that worked against me as an Indian, against all of us as Indians. Like most Indians of that time, I didn’t trust the Mericano language, because it had been used so often to hurt us.

“English was the language of the dominant culture, of government, of treaties, of Indian schools where children were taught that there was something wrong with being Indian. Although I couldn’t articulate it then, I had begun to realize that only when we had gained a stronger sense of our Indian selves would we be able to use English to express ourselves for who we are.

“By comparison, the language of my childhood, the ancestral language of the Acoma Pueblo People – Aaquumeh hano – is imbued with a sacred and mythic power that embraces everything of spiritual and human importance. Our culture, our identity, is conveyed by language, by the oral tradition. It carried the knowledge of creation and existence. It is the way we perceive and express the meaning of our lives, the way we know ourselves as a strong and enduring people. And for this reason, it is sacred.”

His nomination for the title of Regents’ Professor; his noted 24 books, including “Going for the Rain” and “From Sand Creek;” his work with public school curriculum design; his organization of the Simon Ortiz-Labriola Center Indigenous Speaker Series; his mentorship of students; and his community participation all have had “a significant positive impact on native and non-native communities.”

The students in “Indigenous Rhetoric: Creative Struggle Concerning Indigenous Land, Culture and Community” will doubtless feel that impact as they write their own stories, and the stories of those Indigenous peoples who surround them.

Regents' Professor's work crosses many borders

February 15, 2012

Editor's Note: This professor profile is part of a series that looks at the achievements of seven outstanding faculty members who were named ASU Regents' Professors in 2011.

Regents’ Professor Carlos Vélez-Ibáñez is a professor and the founding director of the School of Transborder Studies – the first such school in the nation, but by no means a first for this distinguished scholar. Carlos Vélez-Ibáñez Download Full Image

Vélez-Ibáñez’s contributions span more than 30 years and cross many different borders, from his scholastic roots in political science, English and anthropology, to his research and leadership positions with San Diego State University, University of Arizona, University of California-Los Angeles, and University of California-Riverside. It was at UC-Riverside where he founded the Ernesto Galarza Applied Research Center and the Gluck Fellows Program of the Arts, modeled after the Juilliard School of the Arts community arts programs in New York.

The same vision and drive that led Vélez-Ibáñez to create and revamp public policy centers and programs at three major universities brought him to ASU in 2005, where he and his ASU colleagues redesigned the then Department of Chicana/o Studies. The School of Transborder Studies arose through their efforts in 2011. An entirely new model institution, the school was designed to bring the best scholarly and applied knowledge to issues of K-12 preparation and completion, community research programs and development, and the coordination of transborder research between Mexico and the United States.

With Vélez-Ibáñez’s leadership, a new curriculum emerged with a strong orientation to policy and applied practice and insistence on bilingualism and biliteracy. Four undergraduate concentrations were developed: Transborder Media, Literature and Arts; Transborder U.S. and Mexican Regional Immigration Policy and Economy; Transborder Community Development and Health; and Culture, Language, and Learning.

An internationally-recognized social anthropologist, Vélez-Ibáñez’s most recent studies focus on transnational issues of migration, immigration, cultural conflicts, and economic exchange and questions of human rights and civil participation. A dedicated scholar-teacher and devoted leader, he excels in applied research designed to make a difference in the populations he studies.

He has received several notable prizes in anthropology, including the Robert B. Textor and Family Prize for Excellence, and the Bronislaw Malinowski Medal. He is also an elected fellow of the American Association for the Advancement of Science (AAAS), The American Anthropology Association, and the Society for Applied Anthropology. In addition, since 2005, he has been named the Presidential Motorola Professor of Neighborhood Revitalization. He is credited with more than 50 scholarly articles and 11 books, including the widely acknowledged “Border Visions: The Cultures of Mexicans of the Southwest.”

One feature that sets his written body of work apart from many of his contemporaries has been his treatment of populations as history-makers rather than as victims of oppression. Such perspectives became a foundation for much of his applied work and the development of the institutional reforms and formats he went on to create at ASU and within the University of California systems.

“In a sense, Vélez-Ibáñez pursues a much more grounded direction on the ethnographic realities of daily discourse upon which the basis of civil life rests and human rights guaranteed,” says Edward Escobar, who nominated Vélez-Ibáñez for the Regents’ Professorship. “And what is most important to note of all his accomplishments is that their impacts are long term, have lasting utility, and have developed as a strategy of application and understanding that insists on the efficacy of human beings able to contest and solve issues of stratification, miseducation, ill-being, and exploitation and most recently within a transborder context.”

While his institutional and scholarly accomplishments have been many, some say that Vélez-Ibáñez’s most important contributions have come in the arena of public service. For example, his applied research has had important outcomes on policy in areas such as women’s sterilization, educational approaches to increase literacy, community-based research awareness on environmental home health, the implementation of preparatory research programs to enhance the transition of community college transfers to universities, and the development of technology centers for migrants in rural California.

“Dr. Carlos Vélez-Ibáñez’s distinguished career has been and continues to be the hallmark of academic, applied, public and institutional achievement and development,” says Linda Lederman, the dean of Social Sciences in the College of Liberal Arts and Sciences and a professor in the Hugh Downs School of Human Communication at Arizona State University. “We are fortunate to have such an exceptional scholar, teacher and institutional exemplar in the College of Liberal Arts and Sciences and at ASU.”

Margaret Coulombe

Director, Executive Communications, Office of the University Provost