Overview

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’.

Full Product Details

Author:   Julieta Briseño-Roa ,  Paulina Griñó ,  Vanessa Anthony-Stevens ,  José Antonio Flores Farfán
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.60cm , Length: 23.40cm
Weight:   0.510kg
ISBN:  

9781800418394

ISBN 10:   1800418396
Pages:   238
Publication Date:   15 July 2025
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Elizabeth Sumida Huaman: Foreword: Weaving Indigenous Words and Worlds and the Work of Everyday Hope   Julieta Briseño-Roa, Paulina Griño, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Introduction Map “Places where our Voices Live” Part 1: Narratives of Reclamation: Lifework and Learning in Dialogue  Chapter 1. Jennie Burns, Julee Dehose 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: Reclamation of Language, Stories, Relationship to the Land: Niimíipuu Female as a Storyteller Poem by Celerina Sánchez, Language Tu’un Ñuu Savi (Mixtec), Oaxaca, Mexico. Title: Nchií Naá Kuú/¿Quién Soy? /Who Am I? Part 2: Pedagogies and Practices of Indigenous Language Reclamation in and Around Schools  Chapter 4. Erica Hernández and Hayde Morales: 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, Mexico Chapter 7. Ernesto Colin: Toward a Methodology of Urban Indigenous Youth Language Learning Poem by Wihdxya’ (Felipe) Ruiz Jimenez. Language Zapoteco De Valle Central, Oaxaca, Mexico. Title: 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 Story Work Chapter 10. Marta Silva, Jennifer Brito Pacheco and Paulina Griño: The Biographical and the Narrative as Exchange and Re-Knowledge of the Other: Experiences and Experiences of Co-Construction of Meaning with Graduate Students of Chilean Native Peoples 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 Sánchez, Language Tu’un Ñuu Savi (Mixtec), Oaxaca, Mexico. Title: Kuú Teku/ Ser De Colores/ Being of Colours Julieta Briseño-Roa, Paulina Griño, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Epilogue

Reviews

The Americas are expansive, beautiful, and resilient human and more than human communities. Life is always languaged here, and the authors in this volume bring forward this recognition through lived experience. They share lessons and ideas embedded in powerful stories and narratives. Carefully stewarded by dedicated editors, this collection is a delight to read and an inspiration to remember. * Elizabeth Sumida Huaman, University of Minnesota, USA *

Author Information

Julieta Briseño-Roa is Professor-Researcher at the Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS), Mexico. She considers it fundamental to contribute to land-based education as a form of cultural reclamation, defense of the territory and action against the climate catastrophe. Paulina Griñó is Professor in the Facultad de Educación, Universidad Autónoma de Chile. She is part of educational initiatives which reconnect community knowledge with school curricula. Vanessa Anthony-Stevens is an Associate Professor in the Department of Curriculum and Instruction at the University of Idaho, USA. Her more than 20-year career in Indigenous education and Tribal Nation-building efforts centers on practices and policies of educational sovereignty. José Antonio Flores Farfán is Professor in the Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS), Mexico. Over several decades he has worked with Indigenous communities to produce materials which vindicate the use of minoritized languages.

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