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.
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Research Article| September 10 2012
Designing Indigenous Language Revitalization
Harvard Educational Review (2012) 82 (3): 381–402.
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Mary Hermes, Megan Bang, Ananda Marin; Designing Indigenous Language Revitalization. Harvard Educational Review 1 September 2012; 82 (3): 381–402. doi: https://doi.org/10.17763/haer.82.3.q8117w861241871j
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