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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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Ethnography of Language Planning and Policy
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In: GSE Faculty Research (2018)
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Portraits of three language activists in Indigenous language reclamation ...
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Joshua A. Fishman: A Scholar of Unfathomable Influence
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In: GSE Faculty Research (2017)
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Portraits of Three Language Activists in Indigenous Language Reclamation
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In: GSE Faculty Research (2017)
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From Student Shyness to Student Voice: Mapping Biliteracy Teaching in Indigenous Contexts
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In: Working Papers in Educational Linguistics (WPEL) (2017)
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Immigration Policy as Family Language Policy: Mexican Immigrant Children and Families in Search of Biliteracy
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In: GSE Faculty Research (2017)
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Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic
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In: GSE Faculty Research (2016)
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Review of M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics
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In: GSE Faculty Research (2015)
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Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania
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In: Working Papers in Educational Linguistics (WPEL) (2015)
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On not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa’s Multilingual Language Policy
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In: GSE Faculty Research (2014)
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“Until I Became a Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’s Trajectory in Indigenous Language Revitalization
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In: GSE Faculty Research (2014)
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Abstract:
Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I met her in 2005 was a bilingual intercultural education practitioner enrolled in master’s studies at the Program for Professional Development in Bilingual Intercultural Education for the Andean Region (PROEIB-Andes) at the University of San Simón in Cochabamba, Bolivia. Drawing from my ethnographic research at PROEIB that year, situated also within a broader context of my ethnographic research on bilingual education in the Andes across several decades and Neri’s life trajectory across those same decades, this paper analyzes her narrative as it emerged in a 4-hour interview with me. I argue that Neri and her peers’ recognizing, valorizing, and studying the multiple and mobile linguistic, cultural, and intercultural resources at play in their own and others’ professional practices around bilingual intercultural education enable them to co-construct an Indigenous identity that challenges deep-seated social inequalities in their Andean world.
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Keyword:
Andes; bilingual intercultural education; Education; ethnography; Indigenous identity; Peru; Quechua; teacher education
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URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1427&context=gse_pubs
https://repository.upenn.edu/gse_pubs/415
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Negotiating Methodological Rich Points in the Ethnography of Language Policy
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In: GSE Faculty Research (2013)
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On Not Taking Language Inequity for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa's Multilingual Language Policy
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In: Working Papers in Educational Linguistics (WPEL) (2013)
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