Annotated Bibliography

The article inspects a proposed U.S. charge that would make a $5 million government allow program to help tribal dialect submersion schools and not-for-profit associations devoted to safeguarding indigenous dialects. Insights are incorporated on the number of inhabitants in U.S. kids who talk their Native dialect and the creator goes ahead to examine how the bill would likewise decrease joblessness and enhance scholastic accomplishment among Native American understudies.

Source 2

Conti, Gary J. "Culture and Place: A Legacy Darrell Kipp Helped Create." Journal of Adult Education, vol. 42, no. 2, 01 Jan. 2013, pp. 1-13. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1047332&site=eds-live.

ABSTRACT

The article talking about the Adult Education program made a course called Culture and Place and which was instructed a few times. This course depended on the presumption that culture and place are indivisible and that they strengthen each other. Following grounds based planning, this course included understudies making a trip to nearby areas in Montana to interface with neighborhood grown-up teachers and to Highlander Research Center in Tennessee. The understudies discovered this experience a transformational occasion in both their training and their lives.

Source 3

Hermes, Mary, et al. "Designing Indigenous Language Revitalization." Harvard Educational Review, vol. 82, no. 3, 01 Sept. 2012, pp. 381-402. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ981268&site=eds-live.

ABSTRACT

Endangered Indigenous languages have received little attention within the American educational research community. However, within Native American communities, language revitalization is pushing education beyond former iterations of culturally relevant curriculum and has the potential to radically alter how we understand culture and language in education. Situated within this gap, Mary Hermes, Megan Bang, and Ananda Marin consider the role of education for Indigenous languages and frame specific questions of Ojibwe revitalization as a part of the wider understanding of the context of community, language, and Indigenous knowledge production. Through a retrospective analysis of an interactive multimedia materials project, the authors present ways in which design research, retooled to fit the need of communities, may inform language revitalization efforts and assist with the evolution of community-based research design. Broadly aimed at educators, the praxis described in this article draws on community collaboration, knowledge production, and the evolution of a design within Indigenous language revitalization. (Contains 6 notes and 1 figure.)

Source 4

Lockard, Louise and Jennie De Groat. "He Said It All in Navajo!": Indigenous Language Immersion in Early Childhood Classrooms." International Journal of Multicultural Education, vol. 12, no. 2, 01 Jan. 2010. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1104891&site=eds-live.

ABSTRACT

This paper describes the historical and social foundations of the Navajo Headstart Immersion program. The researchers have worked as teachers, teacher educators, and parents in these programs. They reflect on the need for new partnerships among tribes, tribal colleges and universities to prepare teachers and to develop curriculum materials for Indigenous language immersion programs.

Source 5

Paskus, Laura. "More Than Words, a Way of Life: Language Restoration Programs Reach beyond Tribal Colleges and Universities." Tribal College Journal of American Indian Higher Education, vol. 24, no. 4, 01 May 2013. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1008240&site=eds-live.

ABSTRACT

In North America, and worldwide, Indigenous languages are disappearing at an alarming rate. There are, however, models of success for language revitalization in immersion language programs, usually found in tribal colleges and universities. Whether the language learners are tribal college students greeting one another in their native language, kindergarteners seated in a semi-circle around an elder, or people laughing and sharing a meal together, the joy of language learning segues into something serious. The language programs at tribal colleges and within Native communities across North America represent a way for young people to connect more deeply with the past--to understand and speak the words their ancestors uttered, call the features on their homelands by ancient names, and sing traditional prayers with confidence--and to stitch together the threads of a vibrant future for their tribes.

Source 6

PICTOU, JENNIFER. "Interpreting Native American Heritage through Ghost Stories." Legacy (National Association for Interpretation), vol. 26, no. 5, Sep/Oct2015, pp. 28-29. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=110011931&site=eds-live.

ABSTRACT

The article offers the author's insights on the role of ghost stories in interpreting Native American heritage. Topics include the challenges of interpreting Native American heritage in Maine, cultivation of cultural connections in interpreting NativeAmerican heritage, and authenticity as the biggest challenge in interpreting Native American heritage.

Source 7

Brent E, Sykes, et al. "Transformative Learning, Tribal Membership and Cultural Restoration: A Case Study of an Embedded Native American Service-Learning Project at a Research University." Gateways : International Journal of Community Research & Engagement, Vol 10, Iss 0 (2017), no. 0, 2017. EBSCOhost, doi:10.5130/ijcre.v10i1.5334.

ABSTRACT

This research examines the case of a service-learning project embedded within a CBPR-based Native American tribal nation and research university collaboration in the US. Transformative learning (TL) served as the theoretical framework by which we, the multidisciplinary research team, came to appreciate the significance of the tribal nation’s lived history and deep sense of cultural loss, as well as the social impact of the service-learning project. To date, the majority of research on transformative learning has focused on the individual. This research builds on the work of a growing cadre of TL theorists who consider the role of the collective in transformation. This is especially salient for community-focused research efforts that incorporate service-learning. In this case, we treat consciousness raising, observed through documents, direct observation and participant observation, as evidence of collective transformation.  Results indicate that the service-learning project served as a catalyst for tribal nation higher education students and tribal leaders to collectively engage in critical reflection. In doing so, both groups came to develop new, emergent views of tribal membership. Students, in particular, emerged with transformed world views and deepened cultural connections, while tribal leaders came to appreciate service-learning relative to tribal needs. We thus assert that service-learning can be a culturally appropriate, sustainable educational mechanism that has application across a wide range of Indigenous communities, thereby highlighting the instrumentality of this case.  The research also indicates how higher education institutions and fellow researchers oriented to CBPR may render more successful their future collaboration practices with historically marginalised communities. We advocate that service-learning be directed by the tribal nation or community in question. As such, the community’s lived experience and world view becomes the focal point of the partnership, thereby making it culturally relevant and broadening the views of other stakeholders.

Source 8

Bounds, Amy. "Boulder Valley Continues Youth Leadership Conferences with Help from Boulder County." Daily Camera (Boulder, CO), 05 Oct. 2015. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=2W63851292421&site=eds-live.

Source 9