Sustaining and revitalizing Indigenous languages in Oklahoma public schools
Educational sovereignty in language policy and planning
Bibliographic Data
| ID | 12677973 |
|---|---|
| Authors | Kari Ab Chew (0000-0003-1229-2437, University of Oklahoma, corresponding author), Courtney Tennell (0000-0003-1062-0409, University of Oklahoma) |
| Year | 2022 |
| Volume | 24 |
| Issue | 1 |
| Pages | 60-80 |
| Publication date | 2022-02-10 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Current Issues in Language Planning (JOURNAL) |
| Journal identifiers | ISSN: 1466-4208 • E-ISSN: 1747-7506 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14664208.2022.2037289 |
| OpenAlex | W4211038551 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
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 educational sovereignty through policies, programs, and services to their high school students? and 2) How do Indigenous Nations navigate Oklahoma state education language-in-education policies that may support or restrict Indigenous language education in public high schools? We consider the function of Oklahoma public high school classrooms as sites of Indigenous language revitalization and reclamation. We discuss how Indigenous educational sovereignty to support language revitalization occurs in interaction with overlapping and often competing language-in-education policies imposed by the state of Oklahoma. A goal of this article is to share knowledge with Indigenous Nations, educators, and policy makers who are involved in language planning. We conclude with recommendations of ways to support culturally sustaining and revitalizing education models for Indigenous students, communities, and languages in Oklahoma
Bilingual education · Economic growth · Indigenous · Indigenous Education · Indigenous language · Language planning · Language revitalization · Native-language instruction · Pedagogy · Political science · Politics · Sociology · Sovereignty · State (computer science · Teaching method · Traditional knowledge · Educator Training and Historical Pedagogy · Indigenous Health, Education, and Rights · Law · Multilingual Education and Policy · Public Administration
Indigenous Language Revitalization and Applied Linguistics
They Called It Prairie Light
Carlisle Indian Industrial School
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Bringing Our Languages Home
Indigenous language education policy
The effect of Arizona language policies on Arizona Indigenous students
Creating official language policy from local practice
Indigenous Youth Bilingualism from a Hawaiian Activist Perspective
Language, Identity, and Power
The holistic benefits of education for Indigenous language revitalisation and reclamation (ELR 2 )
Creating language teams in Oklahoma Native American communities
Indigenous Children's Survivance in Public Schools
Decolonizing Methodologies
Redefining the Ojibwe Classroom
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |