NO REST FOR THE AWAKE - MINAGAHET CHAMORRO

Retellings of Guam history focus heavily on the end of the World War II on the island, and de-emphasize the start of the war. It is like this for some obvious and some less-obvious reasons. As I've written about before, where you place the narrative locus for these 32 months of Chamoru history will heavily affect what type of lessons or ideas emerge. If you focus on the end, the triumphant American return, where the Japanese are defeated and Chamorus are liberated from tyranny, the lessons seem pretty clear. American power and benevolence and propensity for liberation and democracy spreading. Chamorus become attached to the US and its history through that ending, as an object of their grandeur or their exceptional excellence and virtue. But if we switch the story's focus to the beginning things get much more complicated. We see at the beginning of war, an island where Chamorus trust the US to tell them the truth, to keep them safe, but they also understand in an important

I used to have an assignment in my Guam History classes, where I would have my students visit different schools on the island named for a different local historical figure. They would have to interview an administrator and a teacher to learn how their school honored their namesake and how their namesake’s example or history was or wasn’t incorporated into school curriculum or activities.  Unfortunately, most schools did little in this regard. Some had a simple plaque, a statue, a poem or a song. Some had a day in which they would honor the person. Many of the schools are named for educators from the past century, usually in the village of the school that came to bear their name. Some teachers or administrators who had family ties in the village could share stories about their school’s namesake, but most didn’t know much and couldn’t share much.  I would give this assignment to help students understand the value of history, but also the potential uselessness of history. History

For each Inacha'igen Fino' CHamoru, the Chamorro Studies and Chamoru language faculty at UOG collect or produce a handful of creative and expressive texts in the language. These texts are used as part of the competition for these categories, Lalai (chant), Rinisådan Po'ema ( poetry recitation) and Tinaitai Koru (choral reading). Students have to memorize and then recite or perform these either as individuals or as a group. For the longest time, there wasn't a lot produced creatively in the Chamoru language. Most of it could be found in terms of music, as Chamorus were making songs, releasing albums and performing. Much of the publication and promotion of Chamoru could be found in the church, but little of it was creative. Much of it was translations of things written elsewhere in the Catholic universe and localized to Guam. In this way, the church preserved words and meanings in Chamoru, it helped teach and propagate the language, but it wasn't a venue for Chamoru

TENTATIVE Inachá’igen Schedule 2019 Inachá’igen Fino’ CHamoru  March 11 and 12, 2019 UOG CLASS Lecture Hall and Calvo Field House Monday, March 11, 2019, CLASS Lecture Hall, 12 noon – 5 p.m. 12 noon                       Participants and Schools Registration                                     CLASS Lecture Hall opens 12:30 p.m.                   Monday Competition Opens                                      Guam and CNMI National Anthems and Inifresi                                     Welcoming Remarks by Dean, CLASS, Dr. James Sellmann                                     Welcoming Remarks by Inachá’igen Chair, Siñot Joey Franquez                                     Housekeeping Matters 1:00 p.m.         Storytelling/Umestoria K - 1:             Our Lady of Mt. Carmel Catholic                                                                                     Merizo Martyrs Memorial Elementary                                                        

Ever since we created the Chamorro Studies Program at UOG, there has been an expected tension within the university over what should or should not constitute the program offerings. While there isn't much debate over whether the Chamorro Studies program should offer courses in Chamoru language, Chamoru history or that discuss Chamoru culture from a theoretical perspective, there are regular disagreements over whether or not the program should offer "culture" courses. As someone who went off to grad school with the intent of helping to "decolonize" the University of Guam, a place where I had received my BA and my first MA, this conflict is usually very personal. Most everyone can agree that academia should make room for "indigenous knowledge" in a trendy or fad-like sense. In the same way in which everyone might want to connect something about climate change to their work to be aligned with prevailing intellectual currents, we find something similar in

Media Shouldn't Defend Colonial Status Quoby Michael Lujan Bevacqua January 5, 2018 Pacific Daily News As we crawl out of the dumpster fire that was 2017 for much of the United States and its territories, we inch cautiously into 2018 and hope for the best.  As someone who has been working over the past few years to elevate the community consciousness about decolonization,  I am most interested in what the coming elections and federal cases will bring in terms of changing the island’s political status. What occupies my thought process is the role of the media in helping build that consciousness or impede it. The media institutions in any society don’t just exist to report or investigate. These institutions also, often in less perceptible ways, promote values and norms, usually on behalf of elite segments of society. In a colonial context, these roles gain a colonial dimension. Both institutions and individuals often will be compelled to defend and naturalize the

Hagas umatungo' ham yan este na taotao, si Siñot Joe "Dågu" Babauta, un ma'estron Chamorro yan gof maolek na titifok yan danderu. Desde i ma'pos na såkkan hu ayuyuda gui' mama'tinas lepblon e'eyak para i ma'estron Chamorro gi GDOE. Hu kekeayuda gui' på'go mama'nå'gue klas gi UOG para i otro semester (Fañomåkan 2018). Halacha nai hu interview gui' para i website Hongga Mo'na , ya debi di bei edit yan na'funhåyan ayu. Estague un tinige' put guiya yan i bidadå-ña ginen i gasetan PDN. **************************** "Chamorro teacher Joe 'Dågu' Babuata keeps weaving tradition alive" by Chloe Babauta Pacific Daily News August 7, 2017 When Joe “Dågu” Babauta saw “Tan Maria” weaving a hat out of coconut leaves at 12 years old, his lifelong love affair with the art of weaving began. “Being that I was so young, I had to ask older friends who drove to take me down there from Agat, to wh

It is a strange paradox in a colony to consider the issue of patriotism and or lack thereof. On the one hand, as a colony you are being discriminated or marginalized in some way that is fundamental to your political relationship. Whether it be massacres and mass exploitation of resources or the creation of rules and laws that disenfranchise you and leave sovereign power over your lives and lands with those thousands of miles away. In this context, patriotism or devotion to the colonizer seems very unlikely in a colony. But this isn't really the case. Although the basis for patriotism is a reciprocal inclusion. It is not simply a unilateral love, but rather the relationship whereby your political love will be rewarded with a set of basic rights or forms of recognition. Despite the inequality or lack of a well-defined circle of recognized belonging, patriotism is still routinely found in the colonies, and even takes on superlative forms. Colonies are structured so that, there