Andrea Sterzuk
Biographic Data
| ID | 85944 |
|---|---|
| NAME | Andrea Sterzuk |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Sterzuk |
| SIGNATURE | STERZUK A |
| AFFILIATIONS | University of Regina |
| ORCID | 0000-0002-4471-0923 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reclaiming multilingualism in Saskatchewan schools
This article explores past struggles over planned language shift in the Canadian province of Saskatchewan to demonstrate how historical thinking about language policy can be used to provide insight into contemporary and future efforts to reclaim societal multilingualism. We write this paper as co-authors with different backgrounds. Andrea is a white settler from rural Saskatchewan, with Western and Eastern European ancestors who came to this terr…
Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin
This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous lang…
Ē-nitomikoyahkik kakīwēyahk [They’re Calling Us Home]
This paper examines the experiences of adult participants in the nēhiyawak Language Experience (nLE), a land-based Cree language immersion camp aimed at reclaiming nēhiyawēwin (Cree). Using Indigenous methodology, this study explores the following question: What are the experiences of adult learners and teachers in a land-based nēhiyawēwin immersion camp? The research design is based on a co-researcher model, where six participants (three learner…
Belonging, Conflict and Loss
This paper draws on findings from a duoethnography of two adult, heritage language learners of Ukrainian who began language learning online during pandemic restrictions. In duoethnography, researchers place life histories side by side with the goal of sharing multiple understandings of a social phenomenon. In this paper, we weave our life histories together to find meaning in how we are learning Ukrainian online during the pandemic and the ongoin…
I-Kiyohkātoyāhk (We Visit)
i-kiyohkātoyāhk (we visit) is a phrase which describes our experience of trying to recreate an online version of our way of life, being together in the language. The following report is our view of the ways nēhiyawēwin/nīhithawīwin (Cree) language learning has adapted to the COVID-19 reality since March 2020. Our hope is that by sharing the experience most familiar to us, the one we are living as learners and speaker-teacher, we offer a useful pe…
Nobody Told Me They Didn’t Speak English!”
This article presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and…
Towards reconciliation through language planning for Indigenous languages in Canadian universities
The Truth and Reconciliation Commission of Canada (TRC) began in June, 2008 as a response to the Indian Residential School legacy. The commission concluded with a 2015 report which includes 94 calls to action. Some of these calls pertain to higher education including the following example “We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages” [TRC, 2015. Truth and reconcilia…
The standard remains the same’
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Multilingual and Multicultural Development on March 14, 2014, available at: https://www.tandfonline.com/doi/abs/10.1080/01434632.2014.892501
TheStruggle for Legitimacy
This book examines the experiences of Indigenous students in settler schools by using the example of a Canadian school as a window into the relationship between colonial discourses, indigenized English language varieties, racialized identities, and the biased educational practices of settler schools. The book aims to develop awareness of the colonial past and its present-day influences on settler schools; to take a close look at the effects of pr…
Creepy White Gaze
Drawing on gaze and postcolonial theory, this article provides a theoretical discussion of a problematic photograph published in a provincial teachers’ newsletter. The photo consists of a White settler child and two White settler educators gathered around his heritage fair entry diorama entitled “Great Plains Indians.” This article analyzes this image to gain a better understanding of how curriculum and pedagogical activities work discursively to…
The standard remains the same’
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Multilingual and Multicultural Development on March 14, 2014, available at: https://www.tandfonline.com/doi/abs/10.1080/01434632.2014.892501
Belonging, Conflict and Loss
This paper draws on findings from a duoethnography of two adult, heritage language learners of Ukrainian who began language learning online during pandemic restrictions. In duoethnography, researchers place life histories side by side with the goal of sharing multiple understandings of a social phenomenon. In this paper, we weave our life histories together to find meaning in how we are learning Ukrainian online during the pandemic and the ongoin…
Towards reconciliation through language planning for Indigenous languages in Canadian universities
The Truth and Reconciliation Commission of Canada (TRC) began in June, 2008 as a response to the Indian Residential School legacy. The commission concluded with a 2015 report which includes 94 calls to action. Some of these calls pertain to higher education including the following example “We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages” [TRC, 2015. Truth and reconcilia…
Creepy White Gaze
Drawing on gaze and postcolonial theory, this article provides a theoretical discussion of a problematic photograph published in a provincial teachers’ newsletter. The photo consists of a White settler child and two White settler educators gathered around his heritage fair entry diorama entitled “Great Plains Indians.” This article analyzes this image to gain a better understanding of how curriculum and pedagogical activities work discursively to…
TheStruggle for Legitimacy
This book examines the experiences of Indigenous students in settler schools by using the example of a Canadian school as a window into the relationship between colonial discourses, indigenized English language varieties, racialized identities, and the biased educational practices of settler schools. The book aims to develop awareness of the colonial past and its present-day influences on settler schools; to take a close look at the effects of pr…
Creepy White Gaze
Drawing on gaze and postcolonial theory, this article provides a theoretical discussion of a problematic photograph published in a provincial teachers’ newsletter. The photo consists of a White settler child and two White settler educators gathered around his heritage fair entry diorama entitled “Great Plains Indians.” This article analyzes this image to gain a better understanding of how curriculum and pedagogical activities work discursively to…
The standard remains the same’
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Multilingual and Multicultural Development on March 14, 2014, available at: https://www.tandfonline.com/doi/abs/10.1080/01434632.2014.892501
Nobody Told Me They Didn’t Speak English!”
This article presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and…
Towards reconciliation through language planning for Indigenous languages in Canadian universities
The Truth and Reconciliation Commission of Canada (TRC) began in June, 2008 as a response to the Indian Residential School legacy. The commission concluded with a 2015 report which includes 94 calls to action. Some of these calls pertain to higher education including the following example “We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages” [TRC, 2015. Truth and reconcilia…
I-Kiyohkātoyāhk (We Visit)
i-kiyohkātoyāhk (we visit) is a phrase which describes our experience of trying to recreate an online version of our way of life, being together in the language. The following report is our view of the ways nēhiyawēwin/nīhithawīwin (Cree) language learning has adapted to the COVID-19 reality since March 2020. Our hope is that by sharing the experience most familiar to us, the one we are living as learners and speaker-teacher, we offer a useful pe…
Belonging, Conflict and Loss
This paper draws on findings from a duoethnography of two adult, heritage language learners of Ukrainian who began language learning online during pandemic restrictions. In duoethnography, researchers place life histories side by side with the goal of sharing multiple understandings of a social phenomenon. In this paper, we weave our life histories together to find meaning in how we are learning Ukrainian online during the pandemic and the ongoin…
Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin
This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous lang…
Ē-nitomikoyahkik kakīwēyahk [They’re Calling Us Home]
This paper examines the experiences of adult participants in the nēhiyawak Language Experience (nLE), a land-based Cree language immersion camp aimed at reclaiming nēhiyawēwin (Cree). Using Indigenous methodology, this study explores the following question: What are the experiences of adult learners and teachers in a land-based nēhiyawēwin immersion camp? The research design is based on a co-researcher model, where six participants (three learner…
Reclaiming multilingualism in Saskatchewan schools
This article explores past struggles over planned language shift in the Canadian province of Saskatchewan to demonstrate how historical thinking about language policy can be used to provide insight into contemporary and future efforts to reclaim societal multilingualism. We write this paper as co-authors with different backgrounds. Andrea is a white settler from rural Saskatchewan, with Western and Eastern European ancestors who came to this terr…
Multilingual Education and Policy (7 works) · Sociology (7 works) · Linguistics (5 works) · Pedagogy (4 works) · Philosophy (4 works) · Indigenous (3 works) · Indigenous language (3 works) · Law (3 works) · Political science (3 works) · Psychology (3 works)