Full Description
This book builds a space in which a diversity of voices - Indigenous teachers, activists and committed academics - are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they 'study'.
Contents
Contributors
Map
Elizabeth Alva Sumida Huaman: Foreword: Weaving Indigenous Words and Worlds and the Work of Everyday Hope
Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Introduction
Part 1: Narratives of Reclamation: Lifework and Learning in Dialogue
Chapter 1. Julee Dehose, Jennie Burns and Vanessa Anthony-Stevens: 'We Are Not Going to Be Who We Were Meant to Be if We Don't Speak Our Language'
Chapter 2. David E.K. Smith and Richard Atuk: Nunayaaġviŋmi Itut Uvlumini in Anchorage: A Conversation about Language Revitalization and Reciprocal Research Practices
Chapter 3. Angel Sobotta Talaltlílpt: Reclamation of Language, Stories, Relationship to the Land: Niimíipuu Female as a Storyteller
Poem by Celerina Patricia Sánchez Santiago: Nchií Naá Kuú/¿Quién Soy? /Who Am I?
Part 2: Pedagogies and Practices of Indigenous Language Reclamation in and around Schools
Chapter 4. Erika Candelaria Hernández Aragón and Haydée Morales Flores: Communal Education, Existence of Shared Autonomy
Chapter 5. Teresa Damian Jara: Experiences and Spaces of Opportunity for Work with the Ngigua Language
Chapter 6. Beatriz González and Cornelio Hernández Pérez: The Use of Indigenous Languages in Community-based Indigenous Education in Oaxaca, Mx
Chapter 7. Ernesto Colín: Toward a Methodology of Urban Indigenous Youth Language Learning
Poem by Felipe Ruiz Jiménez: Gidro' Lihdxan/Placenta
Part 3: Redefining Language Learning in Diverse Spaces and Modes
Chapter 8. Louie Lorenze and Philip Stevens: Nłt'éégo Bénáłdiih: The Dissemination of Ndee Epistemology in Contemporary Times
Chapter 9. Jessica Matsaw and Sammy Matsaw: Reconnecting to Homelands through Digital Storywork
Chapter 10. Marta Silva Fernández, Jennifer Brito Pacheco and Paulina Griñó: Learning from Narratives: Life Stories of Indigenous Students in Chilean Graduate Science Programs as Voices of Advocacy for University Space Reclamation
Chapter 11. Carolina Kürüf Poblete, Silvia Calfuqueo and Kelly Baur: Reflections and Actions on Linguistic Resistance in Formal and Informal Spaces as a Proposal for Decolonization in Wallmapu/Wajmapu
Poem by Celerina Patricia Sánchez Santiago: Kuú Teku/Ser de colores/Being of Colours
Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Epilogue
Index
