Browsing by Author "Marshall-Gray, Paula J."
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Item A multicultural ethnohistory of Fort Davis, Texas(Texas Tech University, 1996-12) Marshall-Gray, Paula J.Fort Davis, Texas was selected by the National Park Service in 1961 as a National Historic Site. This fort was part of the western line of forts built by the United States during the last half of the nineteenth century to control indigenous populations. Highly diverse cultures have inhabited Trans-Pecos Texas for thousands of years making the area truly multicultural in nature. Examination of the Prehistoric cultures, the Apache culture, the Hispanic culture, the Military culture, and the Park Service culture, that have all occupied the Fort Davis Region, allows for a well-rounded interpretation of the site. Each of these groups brought its own set of traditions and belief systems into the area which are evidenced in cultural survivals as they exist in Fort Davis today. The aim of this study is to examine the prehistoric to historic cultures in order to gain a better understanding of how they molded the ethno-historical development of the area.Item Language ideology and practice among Navajo college students attending Dineì College(Texas Tech University, 2006-05) Heuss, Jennifer N.; Dennis, Philip A.; Hurst, Mary J.; Marshall-Gray, Paula J.Navajo college student language ideology and practice is investigated through qualitative ethnographic methods. Students discuss the emotional, spiritual, and practical reasons they choose to speak navajo on campus. Participant observation and interviews are analyzed through grounded theory, which structured interview data around themes consisting of students' opinions and concerns with regard to speaking Navajo and English. Such themes include: participation in Navajo ceremonies, talking to elders, and maintaining a strong Navajo identity. Speaking practice was observed to determine the genres of communication in which studnets preferred speaking Navajo rather than English. These genres include joking and Navajo philosophy. Speaker familiarity emerged as one of the most important factors influencing students' language choice on campus.