Sheilah E Nicholas
Biographic Data
| ID | 5722172 |
|---|---|
| NAME | Sheilah E Nicholas |
| GIVEN NAMES | Sheilah E |
| FAMILY NAME | Nicholas |
| SIGNATURE | NICHOLAS S E |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0001-7889-169X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
“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…
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…
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…
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
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…
You remain present
Interestingly, today (March 19, 2016), Richard, as I readied to write this letter to you, and as is usually the case, I hit an unknown button on my laptop by accident and found myself in a long-for
(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…
Re-emplacing Place in the “Global Here and Now”—Critical Ethnographic Case Studies of Native American Language Planning and Policy
In Native American communities, the “global here and now” (Appadurai, 2001 Appadurai, A. 2001. “Grassroots globalization and the research imagination”. In Globalization, Edited by: Appadurai, A. 1–21. Durham, NC: Duke University Press. [Google Scholar]) is linked to twin movements for standardization and English supremacy, resulting in the decline of Indigenous languages and persistent educational disparities. This article takes up Appadurai's ca…
The effect of Arizona language policies on Arizona Indigenous students
Language, Epistemology, and Cultural Identity
Nettle and Romaine (2000) describe the disappearance of the world’s languages as a “trickle of extinction . . . now turning into a flood” (p. 2). Present day U.S. statistics confirm the rapid loss of most of the aboriginal languages spoken at the time of Columbus’ 1492 arrival—only about 175 of an estimated 300 continue to be spoken (Nettle and Romaine, 2000). Against this backdrop, this paper presents the resiliency of the Hopi language and cult…
I Live Hopi, I Just Don't Speak It”—The Critical Intersection of Language, Culture, and Identity in the Lives of Contemporary Hopi Youth
Despite having been immersed in the Hopi culture throughout their lives, many of today's Hopi youth do not understand or speak their heritage language. This article highlights the notion of "affective enculturation"—the development of an emotional commitment to Hopi ideals—cultivated through the myriad practices that comprise the Hopi oral tradition. This ethnographic study focusing on the cultural and linguistic experiences of 3 Hopi youth revea…
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…
I Live Hopi, I Just Don't Speak It”—The Critical Intersection of Language, Culture, and Identity in the Lives of Contemporary Hopi Youth
Despite having been immersed in the Hopi culture throughout their lives, many of today's Hopi youth do not understand or speak their heritage language. This article highlights the notion of "affective enculturation"—the development of an emotional commitment to Hopi ideals—cultivated through the myriad practices that comprise the Hopi oral tradition. This ethnographic study focusing on the cultural and linguistic experiences of 3 Hopi youth revea…
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 effect of Arizona language policies on Arizona Indigenous students
I Live Hopi, I Just Don't Speak It”—The Critical Intersection of Language, Culture, and Identity in the Lives of Contemporary Hopi Youth
Despite having been immersed in the Hopi culture throughout their lives, many of today's Hopi youth do not understand or speak their heritage language. This article highlights the notion of "affective enculturation"—the development of an emotional commitment to Hopi ideals—cultivated through the myriad practices that comprise the Hopi oral tradition. This ethnographic study focusing on the cultural and linguistic experiences of 3 Hopi youth revea…
Language, Epistemology, and Cultural Identity
Nettle and Romaine (2000) describe the disappearance of the world’s languages as a “trickle of extinction . . . now turning into a flood” (p. 2). Present day U.S. statistics confirm the rapid loss of most of the aboriginal languages spoken at the time of Columbus’ 1492 arrival—only about 175 of an estimated 300 continue to be spoken (Nettle and Romaine, 2000). Against this backdrop, this paper presents the resiliency of the Hopi language and cult…
Re-emplacing Place in the “Global Here and Now”—Critical Ethnographic Case Studies of Native American Language Planning and Policy
In Native American communities, the “global here and now” (Appadurai, 2001 Appadurai, A. 2001. “Grassroots globalization and the research imagination”. In Globalization, Edited by: Appadurai, A. 1–21. Durham, NC: Duke University Press. [Google Scholar]) is linked to twin movements for standardization and English supremacy, resulting in the decline of Indigenous languages and persistent educational disparities. This article takes up Appadurai's ca…
The effect of Arizona language policies on Arizona Indigenous students
(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…
You remain present
Interestingly, today (March 19, 2016), Richard, as I readied to write this letter to you, and as is usually the case, I hit an unknown button on my laptop by accident and found myself in a long-for
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…
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
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…
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…
“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…
Sociology (10 works) · Indigenous (8 works) · Multilingual Education and Policy (7 works) · Linguistics (6 works) · Pedagogy (6 works) · Political science (6 works) · Anthropology (5 works) · Indigenous Health, Education, and Rights (5 works) · Indigenous language (5 works) · Law (4 works)