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ERIC Number: EJ1445741
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1931-3152
EISSN: EISSN-1931-3160
Following Indigeneity to Unbuild Inequities in Teaching for Multilingualism: Restoring Relationship with the Land
M. Garrett Delavan; James A. Gambrell; G. Sue Kasun
International Multilingual Research Journal, v18 n4 p347-363 2024
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invoke other scholars' metaphor of basements versus boutiques to understand how such programs have often either been colonially marginalized into basements or colonially gentrified by middle-class White students. We extend this DLBE problematic beyond and beneath the human-made buildings implied in the basements and boutiques metaphor toward the decolonizing potential Land offers. We analyzed relevant literature on Indigenous language and culture revitalization programs in North America, calling on their expertise and leadership in how to center Land-based thinking and ways of knowing across DLBE. We argue that Land-based pedagogy's critiques of settler colonialism and Mother Earth's destruction by humans can help DLBE expand its equity focus toward societal transformation that goes beyond human-centered and language-centered thinking. We theorize what it would mean to bring Land to the heart of non-Indigenous DLBE programs, including six actionable recommendations for a Land-based reframing of DLBE that can further unbuild the coloniality of basements and boutiques.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A