Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation

Authors

  • Kari A. B. Chew University of Arizona
  • Nitana Hicks Greendeer Boston College
  • Caitlin Keliiaa University of California, Berkeley

DOI:

https://doi.org/10.18251/ijme.v17i2.966

Keywords:

Indigenous languages, language reclamation, language revitalization, higher education, collaborative autoethnography

Abstract

This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at universities to engage in language reclamation. The authors view higher education as a tool—though one that must be improved—to support Indigenous language reclamation efforts.

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Published

2015-06-28

How to Cite

Chew, K. A. B., Hicks Greendeer, N., & Keliiaa, C. (2015). Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation. International Journal of Multicultural Education, 17(2), 73–91. https://doi.org/10.18251/ijme.v17i2.966

Issue

Section

Articles (Peer-reviewed)