Language Revitalization & Indigenous Resurgence Resources
Otter's journey through indigenous language and law by
Call Number: Online
Publication Date: 2018
Print. Otter's Journey employs the Anishinaabe tradition of storytelling to explore how Indigenous language revitalization can inform the emerging field of Indigenous legal revitalization. Otter, the clan figure of the Chippewas of Nawash First Nation, journeys across Anishinaabe, Inuit, Maori, Coast Salish, and Abenaki territories to learn how Indigenous struggles toward self-determination compare. While Otter's Journey is guided by a literal truth, it also splices and recombines real-world events and characters. Through her protagonist, Lindsay Keegitah Borrows reveals that the processes, philosophies, and standards of decision making held within Indigenous languages and laws can emerge from the layers of contemporary settler nation-state laws, policies, and language to guide us in the twenty-first century.
Free to Be Mohawk: indigenous education at the Akwesasne Freedom School by
Call Number: E99.M8W48 2015
Publication Date: 2015
Print. Akwesasne territory straddles the U.S.-Canada border in upstate New York, Ontario, and Quebec. In 1979, in the midst of a major conflict regarding self-governance, traditional Mohawks there asserted their sovereign rights to self-education. Concern over the loss of language and culture and clashes with the public school system over who had the right to educate their children sparked the birth of the Akwesasne Freedom School (AFS) and its grassroots, community-based approach. In Free to Be Mohawk, Louellyn White traces the history of the AFS, a tribally controlled school operated without direct federal, state, or provincial funding, and explores factors contributing to its longevity and its impact on alumni, students, teachers, parents, and staff. Through interviews, participant observations, and archival research, White presents an in-depth picture of the Akwesasne Freedom School as a model of Indigenous holistic education that incorporates traditional teachings, experiential methods, and language immersion. Alumni, parents, and teachers describe how the school has fostered a strong sense of what it is to be "fully Mohawk." White explores the complex relationship between language and identity and shows how AFS participants transcend historical colonization by negotiating their sense of self.
Our War Paint Is Writers' Ink: Anishinaabe literary transnationalism by
Call Number: PM853.5.S67 2018
Publication Date: 2018-03-01
Print. Explores a little-known history of exchange between Anishinaabe and American writers, showing how literature has long been an important venue for debates over settler colonial policy and indigenous rights.
Dancing on Our Turtle's Back by
Call Number: E92.S49 2011
Publication Date: 2011
Print. In Dancing on Our Turtle's Back: Stories of Nishnaabeg Re-Creation, Resurgence, and Leanne Simpson asserts reconciliation must be grounded in political resurgence and must support the regeneration of Indigenous languages, oral cultures, and traditions of governance. Simpson explores philosophies and pathways of regeneration, resurgence, and a new emergence through the Nishnaabeg language, Creation Stories, walks with Elders and children, celebrations and protests, and meditations on these experiences.
Spoken Cree by
Publication Date: 2004
Online. This revised edition of Spoken Cree by C. Douglas Ellis is the second of three levels in a complete Cree language course, based on the "N" and "L" dialects spoken west of James Bay. Level II teaches Cree language by focussing on typical day-to-day situations. Each of the 17 units include basic conversation, a discussion of Cree grammar, drills, conversation practice, a vocabulary list, and a review section. The complete collection of sound files to accompany this manual can be downloaded from http://spokencree.org/. Spoken Cree III is available from the School of Linguistics and Language Studies, Carleton University.
Learning, knowing, sharing : celebrating successes in K-12 Aboriginal education in British Columbia by
Call Number: LC3734.2.B7L43 2017
Publication Date: 2017
Published cooperatively by the BC Principals’ & Vice-Principals’ Association and the UBC Faculty of Education. The topics include Aboriginal Education Enhancement Agreements, curriculum change, curriculum/program development, policy, research, Indigenous knowledge, Indigenous language revitalization, Aboriginal family and community engagement and partnerships, innovative technology, and more.
The gifts within : carrying each other forward in Aboriginal education by
Call Number: E96.2.G54 2009
Publication Date: 2009
Print. This volume explores Indigenous education from the perspectives of those who work within it. The collection includes stories from Elders about their experiences of schooling, reflections on and practical materials for language reclamation and revitalization, examples of positive approaches to teaching in Indigenous classrooms, and descriptions of successful programming in secondary schools.
Living Indigenous Leadership by
Call Number: Online
See Chapter 8, " The Four R's of Leadership in Indigenous Language Revitalization" by Stelomethet Ethel B. Gardner.
Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination by
Publication Date: 2012
Amidst ongoing, contemporary colonialism, this article explores Indigenous pathways to decolonization and resurgence with an emphasis on identifying everyday practices of renewal and responsibility within native communities today. How are decolonization and resurgence interrelated in struggles for Indigenous freedom? By drawing on several comparative examples of resurgence from Cherokees in Kituwah, Lekwungen protection of camas, the Nishnaabe-kwewag “Water Walkers” movement, and Kanaka Maoli (Native Hawaiian) revitalization of kalo, this article provides some insights into contemporary decolonization movements. The politics of distraction is operationalized here as a potential threat to Indigenous homelands, cultures and communities, and the harmful aspects of the rights discourse, reconciliation, and resource extraction are identified, discussed, and countered with Indigenous approaches centered on responsibilities, resurgence and relationships. Overall, findings from this research offer theoretical and applied understandings for regenerating Indigenous nationhood and restoring sustainable relationships with Indigenous homelands.
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