國立虎尾科技大學 |

Imagining convivial multilingualism : = Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Imagining convivial multilingualism :/
其他題名:	Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education.
作者:	De Korne, Haley.
面頁冊數:	1 online resource (345 pages)
附註:	Source: Dissertations Abstracts International, Volume: 77-12, Section: A.
Contained By:	Dissertations Abstracts International77-12A.
標題:	Sociolinguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9781339817835

Imagining convivial multilingualism : = Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education.
De Korne, Haley.

Imagining convivial multilingualism :Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education. - 1 online resource (345 pages)

Source: Dissertations Abstracts International, Volume: 77-12, Section: A.

Thesis (Ph.D.)--University of Pennsylvania, 2016.

Includes bibliographical references

This study documents practices relating to the use of Isthmus Zapotec or Diidxaza, an Indigenous language of Oaxaca, Mexico, in formal and non-formal education. Drawing on ethnographic monitoring and ethnography of language policy methodologies, I document, interpret, and ultimately engage in Isthmus Zapotec education with the aim of countering social inequalities produced through language hierarchies. Within the historical and socio-political context of the Isthmus of Tehuantepec where Isthmus Zapotec is spoken, I describe and categorize the actors, practices, and socio-political processes that currently constitute the educational language ecology. I draw on participant observation, interviews, photographs and documents collected during 17 months of ethnographic fieldwork and several subsequent visits in the Isthmus (2013-2015) in order to illustrate the linguistic landscape and the prominent practices in this domain. Increased official recognition for Indigenous languages in Mexico and state-level promotion of local languages are influencing some education practices, although exclusion of Isthmus Zapotec remains the norm. A variety of Isthmus Zapotec teachers, learners, and advocates are working to reverse this exclusionary legacy, however. The ideologies and social imaginaries of actors in two education sites are analyzed in-depth, illustrating a convivial multilingual paradigm through which teachers and learners of Isthmus Zapotec are creating inclusive communities of practice, in contrast to the exclusionary and manipulative norms in many social and educational spaces. Additionally the strategies of Isthmus Zapotec advocates across education contexts and social scales are compared, exploring how strategies of representing, connecting, and producing are employed to address language inequalities, with differing degrees of speed and visibility. I analyze my own strategies of engagement in Isthmus Zapotec education and discuss conceptual and methodological shifts in how I approach advocacy work in relation to marginalized languages. Endangered or minoritized language education will continue to hold different meanings for different actors from local to global levels; a multi-perspectival approach is necessary to develop new strategies and to support inclusive and convivial imaginaries of multilingualism in the Isthmus of Tehuantepec and other contexts of language inequality.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781339817835Subjects--Topical Terms:

555401
Sociolinguistics.
Subjects--Index Terms:

Indigenous language educationIndex Terms--Genre/Form:

554714
Electronic books.

Imagining convivial multilingualism : = Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education.
LDR:03921ntm a22004097 4500 001 1148082
005 20240916065953.5
006 m o d
007 cr bn ---uuuuu
008 250605s2016 xx obm 000 0 eng d
020 $a 9781339817835
035 $a (MiAaPQ)AAI10120603
035 $a (MiAaPQ)upenngdas:12079
035 $a AAI10120603
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a De Korne, Haley. $3 1473968
245 1 0 $a Imagining convivial multilingualism : $b Practices, ideologies and strategies in Diidxaza/ Isthmus Zapotec indigenous language education.
264 0 $c 2016
300 $a 1 online resource (345 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 77-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hornberger, Nancy H.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 2016.
504 $a Includes bibliographical references
520 $a This study documents practices relating to the use of Isthmus Zapotec or Diidxaza, an Indigenous language of Oaxaca, Mexico, in formal and non-formal education. Drawing on ethnographic monitoring and ethnography of language policy methodologies, I document, interpret, and ultimately engage in Isthmus Zapotec education with the aim of countering social inequalities produced through language hierarchies. Within the historical and socio-political context of the Isthmus of Tehuantepec where Isthmus Zapotec is spoken, I describe and categorize the actors, practices, and socio-political processes that currently constitute the educational language ecology. I draw on participant observation, interviews, photographs and documents collected during 17 months of ethnographic fieldwork and several subsequent visits in the Isthmus (2013-2015) in order to illustrate the linguistic landscape and the prominent practices in this domain. Increased official recognition for Indigenous languages in Mexico and state-level promotion of local languages are influencing some education practices, although exclusion of Isthmus Zapotec remains the norm. A variety of Isthmus Zapotec teachers, learners, and advocates are working to reverse this exclusionary legacy, however. The ideologies and social imaginaries of actors in two education sites are analyzed in-depth, illustrating a convivial multilingual paradigm through which teachers and learners of Isthmus Zapotec are creating inclusive communities of practice, in contrast to the exclusionary and manipulative norms in many social and educational spaces. Additionally the strategies of Isthmus Zapotec advocates across education contexts and social scales are compared, exploring how strategies of representing, connecting, and producing are employed to address language inequalities, with differing degrees of speed and visibility. I analyze my own strategies of engagement in Isthmus Zapotec education and discuss conceptual and methodological shifts in how I approach advocacy work in relation to marginalized languages. Endangered or minoritized language education will continue to hold different meanings for different actors from local to global levels; a multi-perspectival approach is necessary to develop new strategies and to support inclusive and convivial imaginaries of multilingualism in the Isthmus of Tehuantepec and other contexts of language inequality.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Sociolinguistics. $3 555401
650 4 $a Cultural anthropology. $3 1179959
650 4 $a Bilingual education. $3 1148431
653 $a Indigenous language education
653 $a Isthmus Zapotec
653 $a Language policy
653 $a Oaxaca
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0326
690 $a 0636
710 2 $a University of Pennsylvania. $b Education. $3 1179948
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 77-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10120603 $z click for full text (PQDT)