Kari Ab Chew
Biographic Data
| ID | 135755 |
|---|---|
| NAME | Kari Ab Chew |
| GIVEN NAMES | Kari Ab |
| FAMILY NAME | Chew |
| SIGNATURE | AB CHEW K |
| AFFILIATIONS | University of Oklahoma |
| ORCID | 0000-0003-1229-2437 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Perspectives on relationality in online Indigenous language learning
This study focuses on perspectives and experiences of Indigenous community members who have either created or are in the process of creating computer-assisted language learning courses for Indigenous languages and how these community members center relationality in the creation of the courses. We engaged a decolonizing and relational methodology to document Indigenous language courses and co-create knowledge with Indigenous language course creato…
Relationality in online Indigenous language courses
This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language courses, we discuss how course creators used these features to enact relational epistemologies. Audio repre…
Persistence in Indigenous language work during the Covid-19 pandemic
Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred during the early months of the COVID-19 pandemic? and What were the impacts of these shifts on Indigen…
Sustaining and revitalizing Indigenous languages in Oklahoma public schools
As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educatio…
Storying an interconnected web of relationships in Indigenous language reclamation work and scholarship
Indigenous language work is manifested in a diversity of community-led responses of resilience and persistence. Indigenous persons who are reclaiming their languages have entered academia with goals of contributing to community language reclamation efforts and broader resurgence movements. Adapting Archibald's (2008) concept of storyworkexperiential narratives that privilege a cultural lens-we take a dialogic approach for scholar-educators to sto…
Innovation, reflection, and future directions
Introduction
Chikashshaat Asilhlhat Holissochi (Chickasaws Are Asking and Writing)
As Chikashsha [Chickasaw] scholars and Chikashshanompa' shaali' [Chickasaw language learners/carriers], we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation’s language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing of Indigenous research, with an emphasis on writing about languag…
Indigenous language learning impacts, challenges and opportunities in Covid-19 times
In March 2020, the COVID-19 global health crisis caused disruption to the daily lives and regular practices of most human populations. Indigenous language revitalization (ILR) work is often undertaken face-to-face and regularly includes the most elderly populations in our communities. Therefore, ILR activities that were not already online were vastly affected. The authors of this Situation Report are three Indigenous colleagues, scholars, languag…
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…
Teaching from a Place of Hope in Indigenous Education
The Council on Anthropology and Education’s Standing Committee on Indigenous Education has had a presence at the Annual Meetings of the American Anthropology Association over the past decade. The CAE Indigenous Education Standing Committee #7 is dedicated to the exploration of anthropology of education from an Indigenous perspective. Member activities focus on engaging in theoretical and methodological discussions central to the field of Indigeno…
Family at the Heart of Chickasaw Language Reclamation
Family at the Heart of Chickasaw Language Reclamation Kari A. B. Chew (bio) Located in south- central Oklahoma, the Chickasaw Nation faces unprecedented language loss. Because of colonization and forced assimilation, the intergenerational transmission of the Chickasaw language—Chikashshanompa’—has been interrupted in families, leading to devastating and rapid language decline. In 1994 there were an estimated one thousand Chikashshanompa’ speakers…
Claiming Space
This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at univer…
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…
Claiming Space
This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at univer…
Sustaining and revitalizing Indigenous languages in Oklahoma public schools
As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educatio…
Family at the Heart of Chickasaw Language Reclamation
Family at the Heart of Chickasaw Language Reclamation Kari A. B. Chew (bio) Located in south- central Oklahoma, the Chickasaw Nation faces unprecedented language loss. Because of colonization and forced assimilation, the intergenerational transmission of the Chickasaw language—Chikashshanompa’—has been interrupted in families, leading to devastating and rapid language decline. In 1994 there were an estimated one thousand Chikashshanompa’ speakers…
Relationality in online Indigenous language courses
This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language courses, we discuss how course creators used these features to enact relational epistemologies. Audio repre…
Teaching from a Place of Hope in Indigenous Education
The Council on Anthropology and Education’s Standing Committee on Indigenous Education has had a presence at the Annual Meetings of the American Anthropology Association over the past decade. The CAE Indigenous Education Standing Committee #7 is dedicated to the exploration of anthropology of education from an Indigenous perspective. Member activities focus on engaging in theoretical and methodological discussions central to the field of Indigeno…
Family at the Heart of Chickasaw Language Reclamation
Family at the Heart of Chickasaw Language Reclamation Kari A. B. Chew (bio) Located in south- central Oklahoma, the Chickasaw Nation faces unprecedented language loss. Because of colonization and forced assimilation, the intergenerational transmission of the Chickasaw language—Chikashshanompa’—has been interrupted in families, leading to devastating and rapid language decline. In 1994 there were an estimated one thousand Chikashshanompa’ speakers…
Claiming Space
This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at univer…
Teaching from a Place of Hope in Indigenous Education
The Council on Anthropology and Education’s Standing Committee on Indigenous Education has had a presence at the Annual Meetings of the American Anthropology Association over the past decade. The CAE Indigenous Education Standing Committee #7 is dedicated to the exploration of anthropology of education from an Indigenous perspective. Member activities focus on engaging in theoretical and methodological discussions central to the field of Indigeno…
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…
Indigenous language learning impacts, challenges and opportunities in Covid-19 times
In March 2020, the COVID-19 global health crisis caused disruption to the daily lives and regular practices of most human populations. Indigenous language revitalization (ILR) work is often undertaken face-to-face and regularly includes the most elderly populations in our communities. Therefore, ILR activities that were not already online were vastly affected. The authors of this Situation Report are three Indigenous colleagues, scholars, languag…
Storying an interconnected web of relationships in Indigenous language reclamation work and scholarship
Indigenous language work is manifested in a diversity of community-led responses of resilience and persistence. Indigenous persons who are reclaiming their languages have entered academia with goals of contributing to community language reclamation efforts and broader resurgence movements. Adapting Archibald's (2008) concept of storyworkexperiential narratives that privilege a cultural lens-we take a dialogic approach for scholar-educators to sto…
Innovation, reflection, and future directions
Introduction
Chikashshaat Asilhlhat Holissochi (Chickasaws Are Asking and Writing)
As Chikashsha [Chickasaw] scholars and Chikashshanompa' shaali' [Chickasaw language learners/carriers], we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation’s language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing of Indigenous research, with an emphasis on writing about languag…
Persistence in Indigenous language work during the Covid-19 pandemic
Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred during the early months of the COVID-19 pandemic? and What were the impacts of these shifts on Indigen…
Sustaining and revitalizing Indigenous languages in Oklahoma public schools
As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educatio…
Relationality in online Indigenous language courses
This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language courses, we discuss how course creators used these features to enact relational epistemologies. Audio repre…
Perspectives on relationality in online Indigenous language learning
This study focuses on perspectives and experiences of Indigenous community members who have either created or are in the process of creating computer-assisted language learning courses for Indigenous languages and how these community members center relationality in the creation of the courses. We engaged a decolonizing and relational methodology to document Indigenous language courses and co-create knowledge with Indigenous language course creato…
Sociology (12 works) · Indigenous (11 works) · Multilingual Education and Policy (9 works) · Indigenous language (8 works) · Computer Science (6 works) · Indigenous Health, Education, and Rights (6 works) · Political science (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Ecology (4 works)