Indigenous Language Education in Critical Times

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.

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.

• ContributorsMapElizabeth Alva Sumida Huaman: Foreword: Weaving Indigenous Words and Worlds and the Work of Everyday Hope  Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: IntroductionPart 1: Narratives of Reclamation: Lifework and Learning in Dialogue Chapter 1. Julee Dehose, Jennie Burns 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 PracticesChapter 3. Angel Sobotta Talaltlílpt: Reclamation of Language, Stories, Relationship to the Land: Niimíipuu Female as a StorytellerPoem by Celerina Patricia Sánchez Santiago: Nchií Naá Kuú/¿Quién Soy? /Who Am I?Part 2: Pedagogies and Practices of Indigenous Language Reclamation in and around Schools Chapter 4. Erika Candelaria Hernández Aragón and Haydée Morales Flores: Communal Education, Existence of Shared AutonomyChapter 5. Teresa Damian Jara: Experiences and Spaces of Opportunity for Work with the Ngigua LanguageChapter 6. Beatriz González and Cornelio Hernández Pérez: The Use of Indigenous Languages in Community-based Indigenous Education in Oaxaca, MxChapter 7. Ernesto Colín: Toward a Methodology of Urban Indigenous Youth Language LearningPoem by Felipe Ruiz Jiménez: Gidro’ Lihdxan/PlacentaPart 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 TimesChapter 9. Jessica Matsaw and Sammy Matsaw: Reconnecting to Homelands through Digital StoryworkChapter 10. Marta Silva Fernández, Jennifer Brito Pacheco and Paulina Griñó: Learning from Narratives: Life Stories of Indigenous Students in Chilean Graduate Science Programs as Voices of Advocacy for University Space ReclamationChapter 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/WajmapuPoem by Celerina Patricia Sánchez Santiago: Kuú Teku/Ser de colores/Being of ColoursJulieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: EpilogueIndex