Rejecting the Marginalized Status of Minority Languages

Educational Projects Pushing Back Against Language Endangerment

Ari Sherris, Susan D. Penfield, Ari Sherris, Susan D. Penfield

• Publisher: Multilingual Matters
• Year: 2019
• Print ISBN:
  9781788926249
• eBook ISBN:
  9781788926270
• Topic: Social Sciences
• Subtopic: Educational Policy
• Index: Social Sciences

This book explores Indigenous, tribal and minority (ITM) language education in oral and/or written communication and in the use of new technologies and online resources for pedagogical purposes in diverse geopolitical contexts. It demonstrates that ITM language education transpires in both formal and informal spaces for children or adults and that sometimes these spaces are online, where they become de-territorialized discourses of teaching and learning.' The volume brings together examples of ITM language education that are challenging the forces that flatten 'languacultures' into artefacts of history. It also examines the economic and material realities of the people who live in and through their 'languacultures', or who aspire to do as much. The book will be useful for educators and all those interested in Indigenous and minority language issues, as well as for a wide range of undergraduate, graduate and research contexts where topics of language education and minority rights are the focus.

Table of contents

• Cover
• Title Page
• Copyright
• Contents
• Contributors
• Acknowledgements
• Foreword
• 1 Aspiring to Strength and Possibility for Indigenous, Tribal and Minoritized Languages, Cultures, Bodies and Lands: An Introduction
• 2 The Challenges of Kamsá Language Revitalization in Colombia
• 3 Okea ururoatia (‘Fight Like a Shark’): The Regeneration of Native Māori Language Speakers in Aotearoa New Zealand
• 4 Becoming a New Speaker of a Saami Language Through Intensive Adult Education
• 5 From Mountains to Megabytes: The Digital Revolution of Indigenous Language Education in Taiwan
• 6 ‘Manx? That Was Never a Real Language!’
• 7 An Ethno-educational Project with Wichi Communities in Argentina: Acquiring Language-in-Culture Knowledge from Traditional Practices
• 8 Place-Based Liberatory Education with Aloha (EA) for an Independent Hawai‘i
• 9 Situated Safaliba Practices in School Literacies that Resist Dominant Discourses in Ghana
• 10 Coda. ‘Fight Back and Fight On’ – Reflections on Education Projects for the Continuance of Indigenous, Tribal and Minoritized Languages and Cultures
• Index