front cover of Mother of Writing
Mother of Writing
The Origin and Development of a Hmong Messianic Script
William A. Smalley, Chia Koua Vang, and Gnia Yee Yang
University of Chicago Press, 1990
In February of 1971, in the Laotian village of Nam Chia, a forty-one year old farmer named Shong Lue Yang was assassinated by government soldiers. Shong Lue claimed to have been descended of God and given the mission of delivering the first true Hmong alphabet. Many believed him to be the Hmong people's long-awaited messiah, and his thousands of followers knew him as "Mother (Source) of Writing."

An anthropological linguist who has worked among the Hmong, William A. Smalley joins Shong Lue's chief disciple, Chia Koua Vang, and one of his associates, to tell the fascinating story of how the previously unschooled farmer developed his remarkable writing system through four stages of increasing sophistication. The uniqueness of Shong Lue's achievement is highlighted by a comparison of Shong Lue's writing system to other known Hmong systems and to the history of writing as a whole.

In addition to a nontechnical linguistic analysis of the script and a survey of its current use, Mother of Writing provides an intriguing cultural account of Shong Lue's life. The book traces the twenty-year-long struggle to disseminate the script after Shong Lue's death, first by handwriting, then by primitive moveable type, an abortive attempt to design a wooden typewriter, and finally by modern wordprocessing. In a moving concluding chapter, Smalley discusses his own complex feelings about his coauthors' story.
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front cover of Re-membering Culture
Re-membering Culture
Erasure and Renewal in Hmong American Education
Bic Ngo
University of Minnesota Press, 2024

The untold stories of resilience in Hmong American education

Re-membering Culture is a deep exploration of the intricate dynamics of cultural memory and education, centering the experiences of Hmong American students and educators. Arguing that the school, as a product of coloniality, perpetuates the marginalization and erasure of non-Western epistemologies, author Bic Ngo sheds light on the subtle yet impactful process of structured forgetting within the American education system. This politics of forgetting, in turn, contributes to the fragmentation of Hmong cultural heritage, identity, and community.

Based on a high school in an urban center with a considerable Hmong immigrant community, Ngo’s work draws on extensive ethnographic research with Hmong American community leaders, school administrators, parents, teachers, staff, and high school students to understand how they navigate the terrain of Western pedagogy while attempting to retain and preserve Hmong knowledge systems. Exploring a range of school experiences, Ngo traverses students’ challenges in balancing school with family life and the everyday cultural racism encountered in the classroom as well as grassroots efforts to preserve culture, including the establishment of a Hmong Cultural Club.

Highlighting these experiences and voices, Ngo provides a nuanced understanding of the challenges Hmong Americans face within an assimilationist society while contesting the dominant anti-immigrant narratives of refugee suffering and poverty. Through these practices of (re)storytelling, resurgence, and refusal, she underscores the agency of the Hmong American community, illuminating how the critical consciousness fostered by re-membering serves as a powerful tool in confronting white hegemonic ideologies in education.

 

 

Retail e-book files for this title are screen-reader friendly.

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