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Studying Indigenous Heritage Languages at Universities A Collaborative Autoethnography

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dc.contributor.author Chew, Kari A. B.
dc.contributor.author Keliiaa, Katie
dc.contributor.author Hicks, Nitana
dc.date.accessioned 2019-04-21T18:33:52Z
dc.date.available 2019-04-21T18:33:52Z
dc.date.copyright 2015 en_US
dc.date.issued 2015-03
dc.identifier.citation Chew, K., Keliiaa, Katie & Hicks, Nitana (2015). Language and Culture as Protective Factors for At-Risk Communities. 4th International Conference on Language Documentation and Conservation (ICLDC). http://hdl.handle.net/10125/25355 en_US
dc.identifier.uri http://hdl.handle.net/1828/10731
dc.description.abstract Using collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States. Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions. The authors then present their experiences through vignettes, as well as an analysis of emerging themes. Ultimately, the article argues that, despite diverse backgrounds, the authors share a view of higher education as a tool—albeit one with limitations—that can enable them as effective contributors to language revitalization efforts. en_US
dc.language.iso en en_US
dc.publisher 4th International Conference on Language Documentation and Conservation (ICLDC) en_US
dc.title Studying Indigenous Heritage Languages at Universities A Collaborative Autoethnography en_US
dc.type Presentation en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US


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