"Stay with Your Words": Indigenous Youth, Local Policy, and the Work of Language Fortification

Autor/inn/en	Huaman, Elizabeth Sumida; Martin, Nathan D.; Chosa, Carnell T.
Titel	"Stay with Your Words": Indigenous Youth, Local Policy, and the Work of Language Fortification
Quelle	In: Education Policy Analysis Archives, 24 (2016) 52, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Indigenous Populations; Change Agents; Sociocultural Patterns; Cultural Maintenance; Language Maintenance; American Indians; American Indian Languages; Self Concept; At Risk Persons; Resilience (Psychology); Public Policy; Tribally Controlled Education; Language Skill Attrition; Program Descriptions; State Policy; Surveys; Partnerships in Education; High School Students; College Students; Student Attitudes; Cultural Activities; Student Participation; Native Language; Language Usage; Language Planning; Arizona; New Mexico + Suchen Sie Ihr Suchwort? Sinti und Roma; Soziokulturelle Theorie; Sprachpflege; American Indian; Indianer; Selbstkonzept; Risikogruppe; Öffentliche Ordnung; Sprachverfall; Survey; Umfrage; Befragung; Hochschulpartnerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Schülerverhalten; Cultural activity; Kulturelle Aktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sprachgebrauch; Sprachwechsel
Abstract	This article focuses on the work of cultural and language maintenance and fortification with Indigenous youth populations. Here, the idea of work represents two strands of thought: first, research that is partnered with Indigenous youth-serving institutions and that prioritizes Indigenous youth perspectives; and second, the work of cultural and linguistic engagement that is often taken for granted as part of the sociocultural fabric of Indigenous communities where youth are active participants. By highlighting a study with Pueblo Indian youth in the southwestern United States, we aim to build on the counter-narrative frameworks of other educational scholars and community-based researchers in order to offer alternative approaches towards understanding how Indigenous youth can and do participate in representing themselves as cultural and language agents of change. Arriving at this realization requires several key steps, including deconstructing dominant assumptions, holding ourselves accountable for interrogating and revisiting our own biases, and ultimately committing to long-term research and support with Indigenous youth. As such, we offer empirical evidence that contradicts universal discourse of Indigenous peoples and youth as victims at risk. Instead, we focus on the ways in which Indigenous youth demonstrate both tentative and bold fortification of key elements in their Indigenous identities and illustrate promise in contribution to multiple levels of policy development to address their communities' most urgent needs and goals. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01