Teresa L Mccarty
Datos Biográficos
| ID | 103523 |
|---|---|
| NOMBRE | Teresa L Mccarty |
| NOMBRES | Teresa L |
| APELLIDO | Mccarty |
| FIRMA | MCCARTY T L |
| AFILIACIONES | Arizona State University |
| ORCID | 0000-0003-3477-8745 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 63 |
| TOTAL DE CITAS | 337 |
| TOTAL COMO AUTOR | 61 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
May, Stephen
The son of a community worker and an Anglican clergyman, Stephen Andrew May grew up in Canterbury, on New Zealand's South Island, in what he describes as “a resolutely monocultural” and “faux colonial” environment (May, 2009).
Indigenous Languages in the 21St Century
The world's 370 million Indigenous people represent 4% of the global population but speak 60 to 75% (4,000–5,000) of its languages (UNESCO, 2005).
What for, What More, and the Practice of Praxis
In this Commentary I engage the vital questions posed by Dr. Edmund T. Hamann in his 2022 Council on Anthropology and Education Presidential Address: What do we do educational anthropology for —and what more can we do to ensure our work makes a positive difference in an increasingly unjust and precarious world? In the spirit of Ted Hamann's “scholarly generation‐spanning,” I look backward and forward in responding to these questions, highlighting…
“You Should Know the Name of the Wind Where You Live”—Relationality and Relational Accountability in Indigenous-Language Education
This article explores relationality and relational accountability in Indigenous education, contextualizing these processes within a current US-wide study of Indigenous-language immersion (ILI) schooling. With the goals of promoting language and culture revitalization alongside education equity, self-determination, and community well-being, ILI exemplifies a form of holistic education. The teacher’s quote that gives title to this article speaks to…
Culturally Responsive, Sustaining, and Revitalizing Pedagogies
We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement…
A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination
This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary find…
The holistic benefits of education for Indigenous language revitalisation and reclamation (ELR 2 )
This article explores research and practice on the holistic benefits of education for language revitalisation and reclamation – ELR2 – efforts that link home, school, and community in mutually supportive language work informed by a critical understanding of coloniality as the root cause of language endangerment. The article examines ELR2 in and out of school, asking what can be learned from these projects in light of their combined aims of langua…
Critical Youth Research in Education
AWorld of Indigenous Languages
Spanning Indigenous settings across six continents, this book examines the multifaceted language reclamation work underway by Indigenous peoples worldwide. The authors foreground Indigenous knowledges and perspectives, highlighting the decolonizing and liberatory aims of contemporary Indigenous language movements inside and outside of schools.
World of Indigenous Languages
Indigenous knowledges as vital contributions to sustainability
Indigenous elsewheres
This special issue began with an invited talk Sandy Grande gave at the University of California, Los Angeles, entitled, ‘Biopolitics, Aging and the Struggle for Indigenous Elsewheres.’1 Five Indige
Concluding commentary
The articles in this special issue resonate with and expand upon the work of Sandy Grande in the lead article, helping to reimagine how we understand relations of care, reciprocity, and mutuality i
Comparing ‘new speakerhood’
Twelfth Annual Brown Lecture in Education Research
As the U.S. Supreme Court prepared to rehear for the second time the case of Brown v. Board of Education in 1953, the 83rd Congress passed House Concurrent Resolution 108 and Public Law 280—policies that would terminate federal treaty and trust responsibilities to Native Americans. Even as post- Brown desegregation went into effect, thousands of Native American children continued to attend segregated, English-only federal boarding schools. This l…
Hear Our Languages, Hear Our Voices
Storywork provides an epistemic, pedagogical, and methodological lens through which to examine Indigenous language reclamation in practice. We theorize the meaning of language reclamation in diverse Indigenous communities based on firsthand narratives of Chickasaw, Mojave, Miami, Hopi, Mohawk, Navajo, and Native Hawaiian language reclamation. Language reclamation is not about preserving the abstract entity “language,” but is rather about voice, w…
With hands clasped together and voices joined
(0) Years Out and Counting
Fifty years after the U.S. Congress passed the 1964 Civil Rights Act (CRA), Native Americans continue to fight for the right “to remain an Indian” (Lomawaima & McCarty, 2006) against a backdrop of test-driven language policies that threaten to destabilize proven bilingual programs and violate hard-fought language rights protections such as the Native American Languages Act of 1990/1992. In this article we focus on the “four Rs” of Indigenous lang…
Questions for Bernard Spolsky
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and extend lessons from Indigenous culturally based, culturally relevant, and culturally responsive schooling.…
Negotiating Sociolinguistic Borderlands—Native Youth Language Practices in Space, Time, and Place
Drawing on the work of Philip Deloria (2004) and recent explorations of “American Indian languages in unexpected places” (Webster & Peterson, 2011a), this article challenges received expectations of Native American languages and language users as “rural” and physically distant and of “urban” Indigenous language practices as anomalous. With a focus on Native American youth, I develop the notion of sociolinguistic borderlands—spatial, temporal, and…
Concluding Commentary
Concluding Commentary Revisiting and Clarifying the Safety Zone K. TsianinaLomawaima and Teresa L. McCarty Concepts These guide, theoretical scaffold, andterms and moorings are illuminate theanchors arerarely the in explanations any neutral theoretical orvalue-free; ourtheories framework. they produce. They grow Concepts guide,scaffold, and illuminate theexplanations ourtheories produce. Thesetheoretical moorings arerarely neutral orvalue-free; t…
As We Embark on a New Editorship
A “Rightful Place” in the World of Languages
The labels used to name, classify, and analyze language varieties and competencies construct realities that enable or disable the (re)acquisition of those languages and the empowerment of their speakers. Focusing on Indigenous American languages, I first consider the classificatory schemas used to assign linguistic vitality hierarchies. I then examine parallel discourses of linguistic “dysfluency” (Meek, 2011 Meek, B. A. 2011. Failing American In…
In Memoriam
A Place to Be Navajo
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called Diné Bi'ólta', The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo peo…
Revitalising Indigenous Languages in Homogenising Times
The world's linguistic and cultural diversity is endangered by the forces of globalisation, which work to homogenise and standardise even as they segregate and marginalise. Here, I focus on the struggle to conserve linguistic and cultural diversity among Indigenous groups in the United States. Native languages are in drastic decline. Yet even as more Native American children come to school speaking English, they are likely to be stigmatised as 'l…
When Tribal Sovereignty Challenges Democracy
The lessons of American Indian education—a grand experiment in standardization—can lead to a more equitable educational system for all U.S. citizens. While masquerading as a tool for equal opportunity, standardization has marginalized Native peoples. We argue for diversity—not standardization—as a foundational value for a just multicultural democracy, but diversity is feared by some as a threat to the nation’s integrity. Critical historical analy…
Indigenous knowledges as vital contributions to sustainability
Indigenous Youth as Language Policy Makers
This article offers a grounded view of language shift as experienced by Native American youth across a range of early- to late-shift settings. Drawing on data from a long-term ethnographic study, we demonstrate that the linguistic ecologies in which youth language choices play out are more complex than a unidirectional notion of shift might suggest. We focus on 3 areas of the research: youth language practices, communicative repertoires, and lang…
Indigenous Epistemologies and Education-Self-Determination, Anthropology, and Human Rights
Hear Our Languages, Hear Our Voices
Storywork provides an epistemic, pedagogical, and methodological lens through which to examine Indigenous language reclamation in practice. We theorize the meaning of language reclamation in diverse Indigenous communities based on firsthand narratives of Chickasaw, Mojave, Miami, Hopi, Mohawk, Navajo, and Native Hawaiian language reclamation. Language reclamation is not about preserving the abstract entity “language,” but is rather about voice, w…
Changing the Culture of Schooling
Here we present two cases in which indigenous teacher groups are transforming the culture of schooling. Working within a community school and on the margins of schooling, Navajo teachers at Rough Rock and Yup'ik teachers and elders in southwestern Alaska are finding creative ways to use their culture, their knowledge, and their language in the construction of curriculum and pedagogy. These teacher groups have created zones of safety in which resi…
Indigenous Youth and Bilingualism—Theory, Research, Praxis
In this introduction, we situate the theme issue within a growing body of research on Indigenous youth language practices, communicative repertoires, and ideologies, articulating points of intersection in scholarship on Indigenous and immigrant youth bilingualism. Our geographic focus is North America. Ethnographic studies from the Far North to Mexico counter stereotypical assumptions that Indigenous youth simply orient away from local community …
Sounding American”
The authors highlight the omission of English language learners and their unique needs from reports such as that of the U.S. National Reading Panel. Situating their conversation in a sociocultural and socioeconomic context, they discuss how schools can and should help all children
Indigenous Community-based Language Education in the USA
in the USA, representing over 500 tribes and 175 distinct languages. The uniqueness of tribal communities notwithstanding, all indigenous peoples in the USA share a history as the targets of federal policies aimed at eradicating their languages and lifeways. The legacy of those policies has been Native language loss and sociocultural dislocation, even as indigenous students have experienced considerable failure in English-only schools. Here, we a…
Twelfth Annual Brown Lecture in Education Research
As the U.S. Supreme Court prepared to rehear for the second time the case of Brown v. Board of Education in 1953, the 83rd Congress passed House Concurrent Resolution 108 and Public Law 280—policies that would terminate federal treaty and trust responsibilities to Native Americans. Even as post- Brown desegregation went into effect, thousands of Native American children continued to attend segregated, English-only federal boarding schools. This l…
Schooling, resistance, and American Indian languages
Only 20 of the 175 extant indigenous languages in the USA are being transmitted to children. What can be done to turn this Situation around? Some suggest that schools can rescue imperiled indigenous languages; others charge that reliance on schools only transfers responsibility for mothertongue transmission from the necessary domain ofthefamily to secondary or tertiary institutions. Here it is argued that while schools cannot save threatened indi…
Indigenous Language Education and Literacy
(1995). Indigenous Language Education and Literacy: Introduction to the Theme Issue. Bilingual Research Journal: Vol. 19, Indigenous Language Education and Literacy, pp. 1-4
Bilingual/bicultural education at peach springs
Until the Hualapai Bilingual/Bicultural Program began in 1975, Hualapai remained an unwritten language. Today the program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. This article is based on a 10‐year collaboration between local and outside educator‐researchers. Specifically, we examine how the program evolved, focusing on the role of indigenous educators and the ways …
Federal Language Policy and American Indian Education
The past two-and-a-half decades have witnessed tremendous change in both the content and the context of American Indian education. Content refers to curriculum, pedagogy and the micro processes that occur within Indian classrooms, schools and communities. Context refers to the larger institutional framework in which those processes operate. Change at both levels has resulted from a dynamic interplay between federal language policy on the one hand…
A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination
This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary find…
Negotiating Sociolinguistic Borderlands—Native Youth Language Practices in Space, Time, and Place
Drawing on the work of Philip Deloria (2004) and recent explorations of “American Indian languages in unexpected places” (Webster & Peterson, 2011a), this article challenges received expectations of Native American languages and language users as “rural” and physically distant and of “urban” Indigenous language practices as anomalous. With a focus on Native American youth, I develop the notion of sociolinguistic borderlands—spatial, temporal, and…
Concluding Commentary
Concluding Commentary Revisiting and Clarifying the Safety Zone K. TsianinaLomawaima and Teresa L. McCarty Concepts These guide, theoretical scaffold, andterms and moorings are illuminate theanchors arerarely the in explanations any neutral theoretical orvalue-free; ourtheories framework. they produce. They grow Concepts guide,scaffold, and illuminate theexplanations ourtheories produce. Thesetheoretical moorings arerarely neutral orvalue-free; t…
Language Policies in Practice
Change from the Inside Out
This article combines the perspectives of bilingual teachers, teacher assistants, school administrators and an outside researcher on the 10-year development of a K-3 Navajo bilingual/bicultural program at Rough Rock Elementary School. Growing out of an original collaboration with the Kamehameha Early Education Program, Rough Rock expanded KEEP’s notion of cultural compatibility to include instructional content rooted in the local language and cul…
The holistic benefits of education for Indigenous language revitalisation and reclamation (ELR 2 )
This article explores research and practice on the holistic benefits of education for language revitalisation and reclamation – ELR2 – efforts that link home, school, and community in mutually supportive language work informed by a critical understanding of coloniality as the root cause of language endangerment. The article examines ELR2 in and out of school, asking what can be learned from these projects in light of their combined aims of langua…
Indigenous elsewheres
This special issue began with an invited talk Sandy Grande gave at the University of California, Los Angeles, entitled, ‘Biopolitics, Aging and the Struggle for Indigenous Elsewheres.’1 Five Indige
Comparing ‘new speakerhood’
Enduring Inequities, Imagined Futures-Circulating Policy Discourses and Dilemmas in the Anthropology of Education
This article is a slightly revised version of the CAE Presidential Address delivered at the Annual Meeting of the American Anthropological Association in New Orleans, LA on November 20, 2010. The address inaugurated a CAE program change in which a full evening session was devoted to the talk, including commentaries by Hugh Mehan and Sofia Villenas, and followed by a lively discussion among all those present. [anthropology of education policy, edu…
Federal Language Policy and American Indian Education
The past two-and-a-half decades have witnessed tremendous change in both the content and the context of American Indian education. Content refers to curriculum, pedagogy and the micro processes that occur within Indian classrooms, schools and communities. Context refers to the larger institutional framework in which those processes operate. Change at both levels has resulted from a dynamic interplay between federal language policy on the one hand…
Bilingual/bicultural education at peach springs
Until the Hualapai Bilingual/Bicultural Program began in 1975, Hualapai remained an unwritten language. Today the program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. This article is based on a 10‐year collaboration between local and outside educator‐researchers. Specifically, we examine how the program evolved, focusing on the role of indigenous educators and the ways …
Changing the Culture of Schooling
Here we present two cases in which indigenous teacher groups are transforming the culture of schooling. Working within a community school and on the margins of schooling, Navajo teachers at Rough Rock and Yup'ik teachers and elders in southwestern Alaska are finding creative ways to use their culture, their knowledge, and their language in the construction of curriculum and pedagogy. These teacher groups have created zones of safety in which resi…
Indigenous Language Education and Literacy
(1995). Indigenous Language Education and Literacy: Introduction to the Theme Issue. Bilingual Research Journal: Vol. 19, Indigenous Language Education and Literacy, pp. 1-4
Change from the Inside Out
This article combines the perspectives of bilingual teachers, teacher assistants, school administrators and an outside researcher on the 10-year development of a K-3 Navajo bilingual/bicultural program at Rough Rock Elementary School. Growing out of an original collaboration with the Kamehameha Early Education Program, Rough Rock expanded KEEP’s notion of cultural compatibility to include instructional content rooted in the local language and cul…
Reversing Language Shift
Indigenous Community-based Language Education in the USA
in the USA, representing over 500 tribes and 175 distinct languages. The uniqueness of tribal communities notwithstanding, all indigenous peoples in the USA share a history as the targets of federal policies aimed at eradicating their languages and lifeways. The legacy of those policies has been Native language loss and sociocultural dislocation, even as indigenous students have experienced considerable failure in English-only schools. Here, we a…
Schooling, resistance, and American Indian languages
Only 20 of the 175 extant indigenous languages in the USA are being transmitted to children. What can be done to turn this Situation around? Some suggest that schools can rescue imperiled indigenous languages; others charge that reliance on schools only transfers responsibility for mothertongue transmission from the necessary domain ofthefamily to secondary or tertiary institutions. Here it is argued that while schools cannot save threatened indi…
Shingwauk's Vision
The Cultural Transformation of a Native American Family and Its Tribe
The Cultural Transformation of a Native American Family and Its Tribe: 1763-1995, a Basket of Apples. Joel Spring. Mahwah, NJ: Lawrence Erlbaum Associates, 1996. 210 pp
Introduction
Throughout the Western hemisphere—indeed, throughout the world—indigenous languages are being displaced at an alarming rate. While no one knows precisely how many languages were spoken in North America prior to European contact, estimates range from 300 to 600. In what is now the United States and Canada, the number is now reduced to 210. In some respects, this is a story of remarkable resilience and resistance. But numbers alone belie the fragil…
Indigenous Education and Grassroots Language Planning in the USA
What if the children "forget" the heritage language? This testimony by Dorothy Begay, a grandmother and long-time resident of the Navajo community of Rough Rock, Arizona cuts to the heart of language planning issues in Native American communities. Her statement also captures the enormity of the task at hand: With the penetration of English into public and private domains so seemingly complete, can a stable balance between the heritage language an…
Bilingual/bicultural schooling and indigenous students
Article Bilingual/bicultural schooling and indigenous students: a response to Eugene Garcia was published on June 26, 2002 in the journal International Journal of the Sociology of Language (volume 2002, issue 155-156)
Sounding American”
The authors highlight the omission of English language learners and their unique needs from reports such as that of the U.S. National Reading Panel. Situating their conversation in a sociocultural and socioeconomic context, they discuss how schools can and should help all children
When Tribal Sovereignty Challenges Democracy
The lessons of American Indian education—a grand experiment in standardization—can lead to a more equitable educational system for all U.S. citizens. While masquerading as a tool for equal opportunity, standardization has marginalized Native peoples. We argue for diversity—not standardization—as a foundational value for a just multicultural democracy, but diversity is feared by some as a threat to the nation’s integrity. Critical historical analy…
A Place to Be Navajo
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called Diné Bi'ólta', The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo peo…
Against Forgetting
The attacks of September 11 created a void where there had been a place.As the World Trade Center towers collapsed, as the Pentagon burned, as planes were guided to destruction, the damage done to physical place was the least of our concerns.The piercing losses of partners, parents, children, friends, and loved ones were shadowed by less physical but still tangible social tensions-perceived threats to our national security and a deepening rift be…
Revitalising Indigenous Languages in Homogenising Times
The world's linguistic and cultural diversity is endangered by the forces of globalisation, which work to homogenise and standardise even as they segregate and marginalise. Here, I focus on the struggle to conserve linguistic and cultural diversity among Indigenous groups in the United States. Native languages are in drastic decline. Yet even as more Native American children come to school speaking English, they are likely to be stigmatised as 'l…
BrownPlus 50 and Beyond
Council on Anthropology and Education
Indigenous Epistemologies and Education-Self-Determination, Anthropology, and Human Rights
Native American Youth Discourses on Language Shift and Retention
This paper examines preliminary findings from an ongoing federally funded study of Native language shift and retention in the US Southwest, focusing on in-depth ethnographic interviews with Navajo youth. We begin with an overview of Native American linguistic ecologies, noting the dynamic, variegated and complex nature of language proficiencies and practices across a continuum of sociocultural settings. We then examine two pairs of youth discours…
The Forum
This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts--Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance…
Language Policies in Practice
Can Schools Save Indigenous Languages?
This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and other indigenous languages in
Sociology (46 obras) · Multilingual Education and Policy (36 obras) · Indigenous (32 obras) · Linguistics (30 obras) · Political science (28 obras) · Pedagogy (24 obras) · Second Language Learning and Teaching (23 obras) · Anthropology (19 obras) · Philosophy (15 obras) · Psychology (13 obras)