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Full-Text Articles in Language and Literacy Education
Indigenous Inquiry: Understanding Language Ideologies Through Story From Individuals Who Attended Santo Domingo Pueblo’S Bia Day School, Estefanita L. Calabaza
Indigenous Inquiry: Understanding Language Ideologies Through Story From Individuals Who Attended Santo Domingo Pueblo’S Bia Day School, Estefanita L. Calabaza
Shared Knowledge Conference
This study focuses on Indigenous inquiry using the method of story as a holistic approach to gather information through the spoken word and movement. The project is to understand the dynamics of ancestral language ideologies through the ‘voice’ print of the elders through their BIA day school experiences of western schooling. Four participants, two males and two females, former students who attended the Santo Domingo Day School as children in the early 1900s will be interviewed, using two techniques based on Santo Domingo Pueblo Epistemology to convey information; semi-structured questions incorporating movement to express themselves using story to contextualize Santo …
Decolonial Gestures Of Andean Bilingual College Students Promoting Quechua: Community-Based Participatory Research With Photovoice, Yuliana H. Kenfield
Decolonial Gestures Of Andean Bilingual College Students Promoting Quechua: Community-Based Participatory Research With Photovoice, Yuliana H. Kenfield
Language, Literacy, and Sociocultural Studies ETDs
Andean college students in Cusco, Peru, struggle to overcome discrimination against bilingualism during their pursuit of higher education. To examine this situation and possibilities for change, I employed a participatory method, photovoice (Wang & Burris, 1994) within a community-based participatory research framework, to facilitate Quechua-Spanish bilingual college students’ exploration of Quechuan practices in their university. Participatory research methodology promoted critical dialogues to challenge ideologies that have obstructed the revitalization, maintenance, development of the Quechua language in higher education. Although university policies in Cusco formally promote inclusion of indigenous knowledge and practices, bilingual Spanish-Quechua practices on campus have remained largely symbolic. …
Diné Epistemology: Sa’Ah Naaghái Bik’Eh Hózhóón Teachings, Vangee Nez
Diné Epistemology: Sa’Ah Naaghái Bik’Eh Hózhóón Teachings, Vangee Nez
Language, Literacy, and Sociocultural Studies ETDs
Sa’ah Naaghái Bik’eh Hózhóón (SNBH) is Diné epistemology, a complex system of knowledge encompassing two paradigms: Beauty Way (Hózhóójii-female) and Protection Way (Naayée’ k’egho-male), with hózhó at its core. The study examines personal narratives of SNBH through lived experiences toward hózhó. The literature review looks at Diné worldview from the perspective of published Diné scholars on SNBH for Diné youth. This qualitative case study approach, using Indigenous epistemology and Indigenous research methodology framework, allowed for intensive descriptions and analysis of SNBH. The interviews explored participants’ lived experiences using narrative inquiry to understand SNBH. The findings …