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Products for Grant RA-50093-10

RA-50093-10
School for Advanced Research Resident Scholar Fellowship Program
Nicole Taylor, School for Advanced Research

Grant details: https://securegrants.neh.gov/publicquery/main.aspx?f=1&gn=RA-50093-10

Language Planning and Policy in Native America: History, Theory, Praxis (Book)
Title: Language Planning and Policy in Native America: History, Theory, Praxis
Author: Teresa McCarty
Abstract: Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family-, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold.
Year: 2013
Primary URL: http://www.worldcat.org/title/language-planning-and-policy-in-native-america-history-theory-praxis/oclc/810773160&referer=brief_results
Primary URL Description: WorldCat entry
Secondary URL: http://www.multilingual-matters.com/display.asp?K=9781847698636
Secondary URL Description: Publisher's website
Access Model: print publication
Publisher: Multilingual Matters
Type: Single author monograph
ISBN: 9781847698636
Copy sent to NEH?: Yes

Re-emplacing Place in the "Global Here and Now"-Critical Ethnographic Case Studies of Native American Language Planning and Policy (Article)
Title: Re-emplacing Place in the "Global Here and Now"-Critical Ethnographic Case Studies of Native American Language Planning and Policy
Author: L. T. Wyman
Author: Teresa McCarty
Author: S. E. Nicholas
Abstract: In Native American communities, the "global here and now" (Appadurai, 2001) 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 call to democratize research on globalization, juxtaposing theories that emphasize mobility, the distribution of sociolinguistic resources, and transnational connectivities with an Indigenous epistemological stance stressing continuity and place. Drawing on ethnographic data from Hopi, Navajo, and Yup'ik cases, the article then inspects the processes by which these language practices are being re-emplaced in new concrete and mobile spaces by Indigenous practitioner-intellectuals. The article concludes by problematizing the tensions between globalizing/standardizing discourses and Indigenous senses of place, returning to Appadurai's call for collaborative research on globalization that contributes to new, liberatory language pedagogies.
Year: 2012
Primary URL: http://www.scopus.com/record/display.url?eid=2-s2.0-84857196517&origin=inward&txGid=4AE8B1764AB052AC203BA1C2CA9F1346.kqQeWtawXauCyC8ghhRGJg%3a2
Format: Journal
Periodical Title: International Multilingual Research Journal
Publisher: Elsevier

Activist ethnography with Indigenous youth –Lessons from humanizing research on language and education (Book Section)
Title: Activist ethnography with Indigenous youth –Lessons from humanizing research on language and education
Author: Nicholas, S. E.
Author: Teresa McCarty
Author: L. T. Wyman
Editor: M. T. Wynn
Editor: D. Paris
Abstract: What does it mean to conduct research for justice with youth and communities who are marginalized by systems of inequality based on race, ethnicity, sexuality, citizenship status, gender, and other categories of difference? In this collection, editors Django Paris and Maisha Winn have selected essays written by top scholars in education on humanizing approaches to qualitative and ethnographic inquiry with youth and their communities. Vignettes, portraits, narratives, personal and collaborative explorations, photographs, and additional data excerpts bring the findings to life for a better understanding of how to use research for positive social change.
Year: 2013
Primary URL: http://www.sagepub.com/books/Book237762/toc#tabview=title
Access Model: Print publication
Publisher: Sage
Book Title: Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities
ISBN: 9781452225395

Indigenous languages and cultures in Native American student achievement – Promising practices and cautionary findings (Book Section)
Title: Indigenous languages and cultures in Native American student achievement – Promising practices and cautionary findings
Author: Teresa McCarty
Editor: Beverly J. Klug
Abstract: The majority of American Indian students attend public schools in the United States. However, education mandated for American Indian students since the 1800s has been primarily education for assimilation, with the goal of eliminating American Indian cultures and languages. Indeed, extreme measures were taken to ensure Native students would “act white” as a result of their involvement with Western education. Today’s educational mandates continue a hegemonic “one-size-fits-all” approach to education. This is in spite of evidence that these approaches have rarely worked for Native students and have been extremely detrimental to Native communities.
Year: 2012
Primary URL: http://www.worldcat.org/title/standing-together-american-indian-education-as-culturally-responsive-pedagogy/oclc/808244627
Access Model: Print publication
Publisher: Association of Teacher Educators
Book Title: Standing Together: American Indian Education as Culturally Responsive Pedagogy
ISBN: 1610487869

Language planning and cultural continuance in Native America (Book Section)
Title: Language planning and cultural continuance in Native America
Author: Teresa McCarty
Editor: J. W. Tollefson
Abstract: How do language policies in schools create inequalities among learners? How do policies marginalize some students while granting privilege to others? How do language policies in education serve the interests of dominant groups within societies? How can linguistic minorities further their interests through attempts to change language policies in schools? This new edition of Language Policies in Education takes a fresh look at these enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations. Reflecting developments in language policy since the publication of the first edition in 2002, all chapters are original and substantial contributions to the study of language policy and exemplify major theories and research methods in the field. Chapter authors are major scholars in language policy and critical language studies. The case studies, international in scope, present cutting-edge analyses of important language policy debates in countries around the world.
Year: 2012
Primary URL: http://www.routledge.com/books/details/9780415894593/
Access Model: Print and e-book publication
Publisher: Routledge
Book Title: Language Policies in Education: Critical Issues
ISBN: 978-0-415-8945

Indigenous language planning and policy in the Americas (Book Section)
Title: Indigenous language planning and policy in the Americas
Author: Teresa McCarty
Editor: Bernard Spolsky
Abstract: Over the last 50 years, language policy has developed into a major discipline, drawing on research and practice in many nations and at many levels. This is the first Handbook to deal with language policy as a whole and is a complete 'state-of-the-field' survey, covering language practices, beliefs about language varieties, and methods and agencies for language management. It provides a historical background which traces the development of classical language planning, describes activities associated with indigenous and endangered languages, and contains chapters on imperialism, colonialism, effects of migration and globalization, and educational policy. It also evaluates language management agencies, analyzes language activism and looks at language cultivation (including reform of writing systems, orthography and modernized terminology). The definitive guide to the subject, it will be welcomed by students, researchers and language professionals in linguistics, education and politics.
Year: 2012
Primary URL: http://www.worldcat.org/title/cambridge-handbook-of-language-policy/oclc/754168278
Access Model: Print publication
Publisher: Cambridge
Book Title: The Cambridge Handbook of Language Policy
ISBN: 9780521195652

Indigenous education – Local and global perspectives (Book Section)
Title: Indigenous education – Local and global perspectives
Author: S. E. Nicholas
Author: Teresa McCarty
Editor: A. Creese
Editor: M. Martin-Jones
Editor: A. Blackledge
Abstract: The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership, and an overview of the research which situates multilingualism in its social, cultural and political context. The handbook includes an introduction and five sections with thirty two chapters by leading international contributors.
Year: 2012
Primary URL: http://www.routledge.com/books/details/9780415496476/
Access Model: Print and e-book publication
Publisher: Routledge
Book Title: The Routledge Handbook of Multilingualism
ISBN: 978-0-415-4964

Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds (Book)
Title: Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds
Editor: Sheilah E. Nicholas
Editor: Teresa L. McCarty
Editor: Leisy T. Wyman
Abstract: Bridging the fields of youth studies and language planning and policy, this book takes a close, nuanced look at Indigenous youth bi/multilingualism across diverse cultural and linguistic settings, drawing out comparisons, contrasts, and important implications for language planning and policy and for projects designed to curtail language loss. Indigenous and non-Indigenous scholars with longstanding ties to language planning efforts in diverse Indigenous communities examine language policy and planning as 'de facto' and 'de jure' – as covert and overt, bottom-up and top-down. This approach illuminates crosscutting themes of language identity and ideology, cultural conflict, and linguistic human rights as youth negotiate these issues within rapidly changing sociolinguistic contexts. A distinctive feature of the book is its chapters and commentaries by Indigenous scholars writing about their own communities.
Year: 2014
Primary URL: http://www.worldcat.org/title/indigenous-youth-and-multilingualism-language-identity-ideology-and-practice-in-dynamic-cultural-worlds/oclc/778425808&referer=brief_results
Primary URL Description: WorldCat entry
Secondary URL: http://www.routledge.com/books/details/9780415522434/
Secondary URL Description: Publisher's website
Publisher: Routledge
Type: Edited Volume
ISBN: 978-0-415-5224
Copy sent to NEH?: Yes


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