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Indigenizing Language Teaching Through School-Community Collaborations: (Re)Turning to the Land
Indigenizing Language Teaching Through School-Community Collaborations: (Re)Turning to the Land
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151504
- ISBN
- 9798383221716
- DDC
- 400
- 서명/저자
- Indigenizing Language Teaching Through School-Community Collaborations: (Re)Turning to the Land
- 발행사항
- [Sl] : University of Washington, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 210 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Varghese, Manka.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2024.
- 초록/해제
- 요약Resistance to colonization and multiple forms of coloniality is increasing worldwide in various spheres of society, and the field of language teaching, especially English language teaching, (hereinafter ELT), is not alien to these efforts. Coloniality in language and education policies has historically influenced Indigenous students' education (Lomawaima & McCarty, 2006; McCarty & Coronel-Molina, 2017). This still holds true on Indigenous lands in Colombia, where ethno-education policies purport to sustain Indigenous students' languages, cultures, and epistemologies, while education is mainly tailored to privilege western schooling practices as well as colonial ideologies around languages such as Spanish and English. Recent research has explored the tensions and impact stemming from these seemingly contradicting policies (De Mejia, 2005; Guerrero, 2009:2018). Similarly, studies conducted in higher education suggest that these colonial ideologies often undermine Indigenous students' cultural and linguistic identities perpetuated through education (Alvarez-Valencia & Miranda, 2022; Cuasialpud-Canchala, 2010; Arismendi, 2016; Usma et al., 2018). Yet, less is known about the possibilities that open up in the resistance to this coloniality when language, especially English teaching is approached through Indigenous perspectives; that is when language teaching is Indigenized. Therefore, this dissertation centers on the Indigenization of language teaching in an Indigenous territory by drawing on Land-based education. Designed as a Community-Based Design Research CBDR (Bang et al., 2015), this study proposes to explore the possibilities school-community collaborations afford to attain an ecology of languages and move toward a dialogue among knowledges, as Wayuu members and the Wayuunaiki and Spanish-English teachers collaborate to center Indigenous perspectives in English teaching and learning. Results of this study indicate that, despite the existence of ethno-education policies, coloniality continues to shape the schooling experience of Indigenous children and youth who resist this colonial influence in multiple ways. Findings also made evident the power Indigenous communities have to positively affect the education of their children and how this effect can be potentiated through language teaching, especially ELT. This study has implications for language teachers, learners, and Indigenous communities and is expected to inform language policymakers and language teacher education programs.
- 일반주제명
- Language
- 일반주제명
- Curriculum development
- 일반주제명
- Native studies
- 일반주제명
- Education
- 키워드
- Native education
- 키워드
- School-community
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
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■020 ▼a9798383221716
■035 ▼a(MiAaPQ)AAI31298541
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a400
■1001 ▼aGutierrez, Claudia Patricia.
■24510▼aIndigenizing Language Teaching Through School-Community Collaborations: (Re)Turning to the Land
■260 ▼a[Sl]▼bUniversity of Washington▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a210 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Varghese, Manka.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2024.
■520 ▼aResistance to colonization and multiple forms of coloniality is increasing worldwide in various spheres of society, and the field of language teaching, especially English language teaching, (hereinafter ELT), is not alien to these efforts. Coloniality in language and education policies has historically influenced Indigenous students' education (Lomawaima & McCarty, 2006; McCarty & Coronel-Molina, 2017). This still holds true on Indigenous lands in Colombia, where ethno-education policies purport to sustain Indigenous students' languages, cultures, and epistemologies, while education is mainly tailored to privilege western schooling practices as well as colonial ideologies around languages such as Spanish and English. Recent research has explored the tensions and impact stemming from these seemingly contradicting policies (De Mejia, 2005; Guerrero, 2009:2018). Similarly, studies conducted in higher education suggest that these colonial ideologies often undermine Indigenous students' cultural and linguistic identities perpetuated through education (Alvarez-Valencia & Miranda, 2022; Cuasialpud-Canchala, 2010; Arismendi, 2016; Usma et al., 2018). Yet, less is known about the possibilities that open up in the resistance to this coloniality when language, especially English teaching is approached through Indigenous perspectives; that is when language teaching is Indigenized. Therefore, this dissertation centers on the Indigenization of language teaching in an Indigenous territory by drawing on Land-based education. Designed as a Community-Based Design Research CBDR (Bang et al., 2015), this study proposes to explore the possibilities school-community collaborations afford to attain an ecology of languages and move toward a dialogue among knowledges, as Wayuu members and the Wayuunaiki and Spanish-English teachers collaborate to center Indigenous perspectives in English teaching and learning. Results of this study indicate that, despite the existence of ethno-education policies, coloniality continues to shape the schooling experience of Indigenous children and youth who resist this colonial influence in multiple ways. Findings also made evident the power Indigenous communities have to positively affect the education of their children and how this effect can be potentiated through language teaching, especially ELT. This study has implications for language teachers, learners, and Indigenous communities and is expected to inform language policymakers and language teacher education programs.
■590 ▼aSchool code: 0250.
■650 4▼aLanguage
■650 4▼aCurriculum development
■650 4▼aNative studies
■650 4▼aEducation
■650 4▼aEnglish as a second language
■653 ▼aEnglish language teaching
■653 ▼aLand-based education
■653 ▼aLanguage education
■653 ▼aNative education
■653 ▼aSchool-community
■690 ▼a0679
■690 ▼a0727
■690 ▼a0741
■690 ▼a0515
■690 ▼a0441
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161934▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
