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Spanning Indigenous settings in Africa, the Americas, Aotearoa/New
Zealand, Australia, Central Asia and the Nordic countries, this
book examines the multifaceted language reclamation work underway
by Indigenous peoples throughout the world. Exploring political,
historical, ideological, and pedagogical issues, the book
foregrounds the decolonizing aims of contemporary Indigenous
language movements inside and outside of schools. Many authors
explore language reclamation in their own communities. Together,
the authors call for expanded discourses on language planning and
policy that embrace Indigenous ways of knowing and forefront
grassroots language reclamation efforts as a force for Indigenous
sovereignty, social justice, and self-determination. This volume
will be of interest to scholars, educators and students in applied
linguistics, Ethnic/Indigenous Studies, education, second language
acquisition, and comparative-international education, and to a
broader audience of language educators, revitalizers and
policymakers.
First published in 1972, Handbook for History Teachers is intended
to be a general and comprehensive work of reference for teachers of
history in primary and secondary schools of all kinds. The book
covers all aspects of teaching history: among them are the use of
sources, world history, art and history; principles of constructing
a syllabus and the psychological aspects of history teaching. The
bibliographical sections are arranged on three parts: school
textbooks, a section on audio-visual-aids and, finally, books for
the teacher and possibly for the sixth form. It thoroughly
investigates and critiques the various methods employed in teaching
history within classrooms and suggests alternatives wherever
applicable. Diligently curated by the Standing Sub-Committee in
History, University of London Institute of Education, the book
still holds immense value in the understanding of pedagogy.
Bridging the fields of youth studies and language planning and
policy, this book takes a close, nuanced look at Indigenous youth
bi/multilingualism across diverse cultural and linguistic settings,
drawing out comparisons, contrasts, and important implications for
language planning and policy and for projects designed to curtail
language loss. Indigenous and non-Indigenous scholars with
longstanding ties to language planning efforts in diverse
Indigenous communities examine language policy and planning as de
facto and de jure - as covert and overt, bottom-up and top-down.
This approach illuminates crosscutting themes of language identity
and ideology, cultural conflict, and linguistic human rights as
youth negotiate these issues within rapidly changing
sociolinguistic contexts. A distinctive feature of the book is its
chapters and commentaries by Indigenous scholars writing about
their own communities. This landmark volume stands alone in
offering a look at diverse Indigenous youth in multiple endangered
language communities, new theoretical, empirical, and
methodological insights, and lessons for intergenerational language
planning in dynamic sociocultural contexts.
Bridging the fields of youth studies and language planning and
policy, this book takes a close, nuanced look at Indigenous youth
bi/multilingualism across diverse cultural and linguistic settings,
drawing out comparisons, contrasts, and important implications for
language planning and policy and for projects designed to curtail
language loss. Indigenous and non-Indigenous scholars with
longstanding ties to language planning efforts in diverse
Indigenous communities examine language policy and planning as de
facto and de jure - as covert and overt, bottom-up and top-down.
This approach illuminates crosscutting themes of language identity
and ideology, cultural conflict, and linguistic human rights as
youth negotiate these issues within rapidly changing
sociolinguistic contexts. A distinctive feature of the book is its
chapters and commentaries by Indigenous scholars writing about
their own communities. This landmark volume stands alone in
offering a look at diverse Indigenous youth in multiple endangered
language communities, new theoretical, empirical, and
methodological insights, and lessons for intergenerational language
planning in dynamic sociocultural contexts.
Spanning Indigenous settings in Africa, the Americas, Aotearoa/New
Zealand, Australia, Central Asia and the Nordic countries, this
book examines the multifaceted language reclamation work underway
by Indigenous peoples throughout the world. Exploring political,
historical, ideological, and pedagogical issues, the book
foregrounds the decolonizing aims of contemporary Indigenous
language movements inside and outside of schools. Many authors
explore language reclamation in their own communities. Together,
the authors call for expanded discourses on language planning and
policy that embrace Indigenous ways of knowing and forefront
grassroots language reclamation efforts as a force for Indigenous
sovereignty, social justice, and self-determination. This volume
will be of interest to scholars, educators and students in applied
linguistics, Ethnic/Indigenous Studies, education, second language
acquisition, and comparative-international education, and to a
broader audience of language educators, revitalizers and
policymakers.
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