Showing posts with label Sinangan. Show all posts
Showing posts with label Sinangan. Show all posts

Wednesday, February 3, 2016

Gåyu, Gåyu...Chamorro Political Wisdom




Gåyu, Gåyu…
by Michael Lujan Bevacqua
The Guam Daily Post
1/27/16

While watching a speech by Republic US Presidential candidate this week I found myself yelling at my computer screen in Chamorro, “an meggai sinangan-mu, meggai dinagi-mu lokkue’!” This Chamorro saying is tied to a belief that those who tend to tell the truth, tend to say less. While those who talk a lot, lie a lot and are trying to sell you something. The truth usually takes less words to express than a lie.

While I have been following the US Presidential election closely for months, it dawned on me in that moment that 2016 is also an election year in Guam, at least for mayors, senators and non-voting delegates.

In the spirit of my yelling a Chamorro saying at Donald Trump, I sat down to think about what other Chamorro sayings that I’ve collected in my research might have some relevance to selecting leaders on Guam. In this column I’ve put together seven sayings in Chamorro that you might want to consider when casting a vote this year. As a disclaimer, these are my interpretations of the sayings and openly acknowledge that there other ways of analyzing them.

1. Tåya’ apasi-ña i Yine’ase

Translation: “There is no reward for being merciful.” Every political candidate will say they are running for office “para i taotao” or for the people. But how much can people trust this assertion? This saying is a reminder that those who truly seek to help people, should not want to be rewarded for their efforts. Should we judge potential leaders not only based on what they can accomplish, but also their intentions and the direct or indirect benefits their receive through their actions? What doe this say then about leaders who use their power to give money, jobs or contracts to their supporter or their family members?

2. Tåya’ pinekkat sin fegi

Translation: “There are no steps without footprints” This saying can mean many things, but it reminds us that there is no path that does not leave a trail, and that no one is without sin, or perfect. It is understandable that we expect much from our leaders, but what should our standards be, short of perfection? What kind of mistakes are acceptable? What kind aren’t? Should we forgive them? Or is one serious mistake, one too many?

3. I taotao ni’ tumungo’ sumalamångka, ha suhahåyi i barångka

Translation: “A man who knows how to roll, will avoid the bumps” The previous two sayings dealt with idealized conceptions of what a leader should be, but what if we were to be more practical. As this saying suggests, should a good leader be someone who isn’t just virtuous on the inside, but someone who is effective in the political context? Should a leader be someone, who in their actions and with less emphasis on their motivations, is able to work the system to accomplish things? Does this imply that there is no timeless quality to a leader, but it is instead dependent upon the variables of a historical moment?


4. I che’cho’ palao’an, tåya’ nai munhåyan

Translation: “A woman’s work is never finished” Given the Western ways that we have become accustomed to think in, it is easy to think of leaders as being masculine or primarily men. In Guam however, women traditionally held leadership roles, although this has changed significantly with the arrival of the Spanish and Catholicism. That historical power has manifested in the political realm in Guam, despite the way it has been weakened by various forms of patriarchy. Compared to most societies in the world, Guam has notably high female representation in elected positions. Should this reality, or the additional struggle that women face when seeking a leadership role in society affect how people vote?


5. Cha’-mu fañaluluda ni’ ti tihong-mu

Translation: “Don’t salute with a hat that isn’t yours.”  In the world of politics, praise and blame are everywhere, and the game seems to be, winners are able to hoard all the praise and the losers end up shoulder all the blame. In order to build their reputations leaders have a tendency to exaggerate their actions and sometimes outright steal credit for things that they aren’t really responsible for. In this saying, we see that it is not only wrong for someone to take credit for something they don’t deserve, but perhaps you should avoid giving credit to those that don’t deserve it. This can be difficult in practice however as people tend not to have good memories and also forget to ask good critical questions.

6. Yanggen guaha prublemå-mu tachu ya un fana’. Mungga manangga esta ki
pinalo’po’ hao.

Translation: “If you have a problem, stand and face it. Do not wait until it has overwhelmed you.” Decisiveness or the ability to act quickly and swiftly when it is deemed necessary, can be a defining quality of a leader. Action can always be put off until later, change can always be delayed, but at what cost? A good leader may be the one who can see that something must be done now, and work to help others see that need.

7. Yanggen taotao sin orna, esta sin tåya’ bali-ña

Translation: “If a man is without honor, he is not worthy of anything.” Is a sense of honor, or principle the core quality of a leader? Does this mean that he or she will act in ways that might even defy or challenge those around them? On the surface this quote seems very simple, but in practice it is difficult to perceive. Confucius argued that a good leader is like the northern star, a unchanging virtuous light that through its constancy compels others to follow it. The problem with this is that most people who look at the night sky don’t know which is the north star, and in the way might not recognize someone who is leading based on principle rather than pandering or hiding their agenda.


Sunday, August 2, 2015

The Importance of Being Bilingual

The Importance of Being Bilingual
Michael Lujan Bevacqua
May 19, 2015
No Rest for the Awake - Minagahet Chamorro

For the Importance of Second Language Learning Forum that I helped organize a few weeks ago, we were honored to have a very diverse and exciting panel. Coming at it from different angles, they covered a number of way, some more philosophical and others more practical, as to how learning a second language can be important and as a result, something that should be required at UOG. 
The panel featured the following guests:
Kenneth Gofigan Kuper, a Ph.D. student in Political Science at UH Manoa and former student of mine. He is a young activist who has taken up both the banner of decolonization and language revitalization. I've been working with him on a number of projects such as Ha'anen Fino' Chamoru Ha' and the upcoming Lalahen Sinahi project. He took Chamorro as his second language requirement at UOG and it changed the course of his life. 

Ronald T. Laguana, the current director of the Division of Chamorro Studies in the Guam Department of Education. He is a founding member of the group Nasion Chamoru and is also one of the people behind the popularization of the Inefrei written by Dr. Bernadita Camacho Dungca. He is a proud and active member of the Inetnon Lalahin Guahan, YMLG. 

Toyoko Kang and Clarisa Quan are both professors at UOG. Kang is a Japanese language professor and Quan is a Linguistics and English professor. Both of them have been critics of the dropping of the second language requirement at UOG. 

Dr. Laura Souder Betances is a pioneering Chamorro scholar. She was the one who first connected the academic ideas of feminism into Chamorro scholarship. She is the author of Daughters of the Island and the co-editor of the volume Chamorro Self-Determination with Robert Underwood. She and her husband are consultants for diversity and education.
With the help i nobia-hu Elizabeth Kelley Bowman, we gathered together some of the main quotes by the panelists. I'm sharing them below for people to see. As you can see, it was a very interesting discussion. This may have been part of the reason why the overwhelming majority of people who attended the event and who completed a survey, supported keeping the language requirement in place. 
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I took Chamorro 101 to fulfill the language requirement.  I didn’t really care about the Chamorro language.  There was nothing in it for me.  . . . There was so much evidence of internalized racism and internalized colonialism, but what happened was that I ended up taking a few courses, with Chamorro language being a pivotal one, with Siñora Teresita Flores . . . and I learned a lot.  We would come to class and I would learn words that I used to remember hearing my grandmother speak when I grew up.  . . . You have just given me the gift, siñora, of understanding something that I never understood my entire life.  I got more and more involved with this, based off of taking a random class, because it was a GE requirement. 
I really had no interest in the Chamorro language four years ago, when I was twenty.  I’m twenty-four now.  And so, it was so important that I took that course, because sometimes the best things in life tend to hit you over the head when you least expect it.  And that’s why I support having second-language requirements as a GE, because we should not take away the opportunity for another person to have the story that I have.  To have the story of reconnecting with their roots as a Chamorro, no matter if you’re taking Tagalog classes, you’re taking Chinese, there’s so much reconnection to who you are, because through language, you can see the worldview, hear the worldview, the epistemology of your ancestors.  And there’s nothing that should take that away from you.
Kenneth Gofigan Kuper, M.A.
Yanggen para taiguini pa’go, na mafunas ya para mungga machule’ I Chamorro guini, pat maseha hafa na suhetu, Chapones, Tagalog pat maseha hafa, insuttu enao! Para guini gi tano’-ta gi este i eskuela-ta. I Unibetsedat Guahan i mas takhilo’ na unibetsedat guini gi Pasifiku.
Ronald T. Laguana
Language learning, teaching, shares some category of the learning process of critical thinking.  For example, . . . in [Japanese] 101 they are really completely beginners.  So they can’t analyze each word vocabulary particle, or prepositions; they have to analyze, and then, to get the meaning, they have to synthesize.  . . . Students have to learn how to analyze the information and to synthesize and then find out, evaluate, those information . . . Those kinds of learning process occur in second-language learners.  For example, each language has different concepts or realizations. . . .
To learn culture, to just read about Japanese culture in English, I don’t agree.  I don’t agree. Learn through the language, and learn to use it.  Otherwise they cannot use it. Learning should be used.  . . .  So that means students got deeper perspective. 
Toyoko Kang, Ph.D.
When I heard that they wanted to take away the second language requirement, I said, “Huh?”  We live in an island that’s multilingual, that’s multiethnic, that’s multicultural, and they want to take it away?  And Guam, I think, reflects the world as it is today.  We’re living in an increasingly multilingual, global world where multilingualism, multiculturalism, are the norm, rather than the exception.  And for you to take it away is ridiculous.  Or even to kind of reduce the requirement for it.  Second-language learning is cultural learning as well; learning modern languages is to learn the cultures as well.  . . . It promotes cultural awareness, it promotes criticism of ethnocentrism, believing that yours is the only correct one, superior one, it promotes acceptance of other people, other cultures, and I think it is very, very important. 
Clarisa Quan, Ph.D.
To the members of the faculty senate, who may be listening, who may be eavesdropping: it’s important that these voices, our voices, be heard.  . . . As Dr. Underwood said, “Siña mantulaika este na recommendation,” no?  And that’s the thing to remember.  Sometimes we make logical decisions, and they lead us to wrong destinations.  And we have the opportunity here to change course.  And to defy logic, because sometimes things are simply not logical, especially when they belong to matters of the heart. . . .
Universities exist to universalize students.  And how do we universalize students?  We universalize them by providing them with different universes in which to learn, to make decisions, and to operate, and to be successful.  One of the things that Sammy [Betances] and I have been doing lately, in the Marianas, in the Northern Marianas, and in Palau, is that we have been talking about the global-island divide, and how do we bridge that divide?  . . . If we’re going to operate and be successful in the global reality, we need to know more than one language.  Fortunately, many – most – of us are bilingual.  But we need to know many languages, because in order to be successful, you have to negotiate in many parts of the world.  In order to have an economic future, we need to be able to speak the languages of the people that we are trading with.  . . .
So that’s very important, from a language perspective, from a global perspective, from a university perspective.  Diminishing the capacity of students to learn more than one language, than the lingua franca which is English, is diminishing the capacities of universities to fully function as universalizing places for students. . . .
So that’s one aspect of language.  And I’d like you to think about another aspect of language, and that is language as the umbilical cord of culture.  Language connects us with culture.  And ladies and gentlemen, we don’t need to be reminded of this.  The Chamorro language and culture exists here, on this island, and these islands, of the Marianas.  Nowhere else on earth, nowhere else on earth, do we have the sovereign right to speak and live as Chamorros except in the Marianas.  So we have another responsibility.  This is not just about making available languages.  We’re not talking about just any language.  We’re talking about our indigenous language.  We’re talking about the responsibility that we have to protect the sovereignty of our language and our culture.  Nowhere else will anybody do this for us. 
This is our game.  These are our decisions.  . . . It is our responsibility to stand up, and that is why this kind of gathering is so important, because we need to make our voices heard.
Laura Torres Souder Betances, Ph.D.