Description
Book SynopsisTrade Review".
Indigenous Language Politics in the Schoolroom is an accessible book that shares valuable insights learned from comparative and collaborative research engagement with Zapotec and Yurok educators across several years, including pandemic years, which attest to the commitment of the researcher to Indigenous education. Engaging with this book can inspire readers to consider how we can engage in Indigenous education research and practice to benefit its diverse actors and how we can do so by drawing on a wide range of knowledges and ways of knowing—across cultures, across disciplines and across methodological paradigms." * Revista: Harvard Reiew of Latin America *
"Mneesha Gellman shows how Indigenous language programs in high schools operate as collaborative platforms for Indigenous identity reclamation, multicultural empowerment, and decolonization, and demonstrates how Indigenous languages and cultures are relevant issues to anyone interested in forging a fairer society." * Américo Mendoza Mori, Harvard University *
"This book shows why language matters so much for Indigenous identity, and how communities like mine are keeping our language alive. Mneesha Gellman demonstrates how important it is for young people to learn about themselves and their cultures, and for schools to make a place for everyone in the schoolroom." * Victoria Carlson, Yurok Language Program Manager for the Yurok Tribe *
Table of ContentsList of Abbreviations
Acknowledgments
Chapter 1. Contemporary Culturecide: Why Language Politics Matters for Youth Participation
Chapter 2. Collaborative Methodology: Research With, Not On, Indigenous Communities
Chapter 3. Language Regimes, Education, and Culturecide in Mexico and the United States
Chapter 4. Weaving Resistance: Zapotec Language Survival in Teotitlán del Valle, Oaxaca, Mexico
Chapter 5. “My Art Is My Participation”: Language and Rights in Oaxaca de Juárez, Mexico
Chapter 6. Like Water Slipping Through Cracks in a Basket: Teaching and Learning Yurok at Hoopa Valley High School, California
Chapter 7. “We Are Still Here”: Navigating Cultural Rights and Discrimination at Eureka High School, California
Conclusion. Advocating for Multilingual, Pluricultural Democracy
Appendix 1. Informational Letter for Students, Parents, Guardians, and Community Members
Appendix 2. Permission Form
Appendix 3. Examples of Qualitative Interview Questions for Research
Appendix 4. Examples of Focus Group Questions
Appendix 5. Survey, English Version for Use in Language Classes (V1)
Appendix 6. Discussion of Survey Data in Relation to Language and Identity
Notes
References
Index
