Through the presentation of visual and textual insights, this book chronicles the experiences of Quechuan bilingual college students, who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages such as Quechua and depicts the ways in which these Andean college students deal with limited opportunities for Quechua-Spanish bilingual practices. It provides an overview of their collective efforts to mobilize Quechua in higher education, efforts which will help all who read it understand the maintenance of the Quechua language beginning at the grassroots level. The author advocates for engaging language researchers in critical collective forces at the core of conditions which promote Quechua in higher education, a collective effort which must reflect decolonial, non-Eurocentric, non-fundamentalist Indigenous concepts in combination with action-oriented cultural wealth for the benefit of minoritized languages and peoples.

The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership and an overview of the research which situates multilingualism in its social, cultural and political context. This fully revised edition not only updates several of the original chapters but introduces many new ones that enrich contemporary debates in the burgeoning field of multilingualism. With a decolonial perspective and including leading new and established contributors from different regions of the globe, the handbook offers a critical overview of the interdisciplinary field of multilingualism, providing a range of central themes, key debates and research sites for a global readership. Chapters address the profound epistemological and ontological challenges and shifts produced since the first edition in 2012. The handbook includes an introduction, five parts with 28 chapters and an afterword. The chapters are structured around sub-themes, such as Coloniality and Multilingualism, Concepts and Theories in Multilingualism, and Multilingualism and Education. This ground-breaking text is a crucial resource for researchers, scholars and postgraduate students interested in multilingualism from areas such as sociolinguistics, applied linguistics, anthropology and education.

The Routledge Handbook of Language and Youth Culture offers the first essential grounding of critical youth studies within sociolinguistic research. Young people are often seen to be at the frontline of linguistic creativity and pioneering communicative technologies. Their linguistic practices are considered a primary means of exploring linguistic change as well as the role of language in social life, such as how language and identity, ideology and power intersect. Bringing together leading and cutting-edge perspectives from thought leaders across the globe, this handbook: • addresses how young people’s cultural practices, as well as forces like class, gender, ethnicity and race, influence language • considers emotions, affect, age and ageism, materiality, embodiment and the political youth, as well as processes of unmooring language and place • critically reflects on our understandings of terms such as ‘language’, ‘youth’ and ‘culture’, drawing on insights from youth studies to help contextualise age within power dynamics • features examples from a wide range of linguistic contexts such as social media and the classroom, as well as expressions such as graffiti, gestures and different musical genres including grime and hip-hop. Providing important insights into how young people think, feel, act, and communicate in the complexity of a polarised world, The Routledge Handbook of Language and Youth Culture is an invaluable resource for advanced students and researchers in disciplines including sociolinguistics, linguistic anthropology, multilingualism, youth studies and sociology.

'A landmark in the process of decolonizing imperial Western knowledge.' Walter Mignolo, Duke University To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited second edition, this bestselling book has been substantially revised, with new case-studies and examples and important additions on new indigenous literature, the role of research in indigenous struggles for social justice, which brings this essential volume urgently up-to-date.

What might be gained from reading Native literatures from global rather than exclusively local perspectives of Indigenous struggle? Proposes methodologies for global Native literary studies based on focused comparisons of diverse texts, contexts, &traditions in order to foreground the richness of Indigenous self-representation. Aust/ NZ content.

In The Extractive Zone Macarena Gómez-Barris traces the political, aesthetic, and performative practices that emerge in opposition to the ruinous effects of extractive capital. The work of Indigenous activists, intellectuals, and artists in spaces Gómez-Barris labels extractive zones—majority indigenous regions in South America noted for their biodiversity and long history of exploitative natural resource extraction—resist and refuse the terms of racial capital and the continued legacies of colonialism. Extending decolonial theory with race, sexuality, and critical Indigenous studies, Gómez-Barris develops new vocabularies for alternative forms of social and political life. She shows how from Colombia to southern Chile artists like filmmaker Huichaqueo Perez and visual artist Carolina Caycedo formulate decolonial aesthetics. She also examines the decolonizing politics of a Bolivian anarcho-feminist collective and a coalition in eastern Ecuador that protects the region from oil drilling. In so doing, Gómez-Barris reveals the continued presence of colonial logics and locates emergent modes of living beyond the boundaries of destructive extractive capital.

In this exciting interdisciplinary collection, scholars, activists, and media producers explore the emergence of Indigenous media: forms of media expression conceptualized, produced, and created by Indigenous peoples around the globe. Whether discussing Maori cinema in New Zealand or activist community radio in Colombia, the contributors describe how native peoples use both traditional and new media to combat discrimination, advocate for resources and rights, and preserve their cultures, languages, and aesthetic traditions. By representing themselves in a variety of media, Indigenous peoples are also challenging misleading mainstream and official state narratives, forging international solidarity movements, and bringing human rights violations to international attention. Global Indigenous Media addresses Indigenous self-representation across many media forms, including feature film, documentary, animation, video art, television and radio, the Internet, digital archiving, and journalism. The volume’s sixteen essays reflect the dynamism of Indigenous media-making around the world. One contributor examines animated films for children produced by Indigenous-owned companies in the United States and Canada. Another explains how Indigenous media producers in Burma (Myanmar) work with NGOs and outsiders against the country’s brutal regime. Still another considers how the Ticuna Indians of Brazil are positioning themselves in relation to the international community as they collaborate in creating a CD-ROM about Ticuna knowledge and rituals. In the volume’s closing essay, Faye Ginsburg points out some of the problematic assumptions about globalization, media, and culture underlying the term “digital age” and claims that the age has arrived. Together the essays reveal the crucial role of Indigenous media in contemporary media at every level: local, regional, national, and international. Contributors: Lisa Brooten, Kathleen Buddle, Cache Collective, Michael Christie, Amalia Córdova, Galina Diatchkova, Priscila Faulhaber, Louis Forline, Jennifer Gauthier, Faye Ginsburg, Alexandra Halkin, Joanna Hearne, Ruth McElroy, Mario A. Murillo, Sari Pietikäinen, Juan Francisco Salazar, Laurel Smith, Michelle Stewart, Pamela Wilson

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy.

Through innovative and critical research, this anthology inquires and challenges issues of race and positionality, empirical sciences, colonial education models, and indigenous knowledges. Chapter authors from diverse backgrounds present empirical explorations that examine how decolonial work and Indigenous knowledges disrupt, problematize, challenge, and transform ongoing colonial oppression and colonial paradigm. This book utilizes provocative and critical research that takes up issues of race, the shortfalls of empirical sciences, colonial education models, and the need for a resurgence in Indigenous knowledges to usher in a new public sphere. This book is a testament of hope that places decolonization at the heart of our human community.