東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Language, Power and Art : = Towards an Embodied Praxis for Language Reclamation in Language Teacher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language, Power and Art :/
其他題名:	Towards an Embodied Praxis for Language Reclamation in Language Teacher Education.
作者:	Schwedhelm, Maria Cecilia.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29392624click for full text (PQDT)
ISBN:	9798352909157

Language, Power and Art : = Towards an Embodied Praxis for Language Reclamation in Language Teacher Education.
Schwedhelm, Maria Cecilia.

Language, Power and Art :Towards an Embodied Praxis for Language Reclamation in Language Teacher Education. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2022.

Includes bibliographical references

The longstanding history of schools and universities as central sites of linguicide and epistemicide (Ngũgĩ wa Thiongʼo, 2009) underscores the need to foreground Indigenous languages, cultures and ways of knowing as a path towards language reclamation and the decolonization of teacher education. This study draws on the experience of a class I facilitated at a language teacher education program in Oaxaca, Mexico's linguistically and culturally most diverse state. Embracing theory as praxis and the intersections between critical pedagogies (Boal, 2000; Freire, 2005; hooks, 2014), language reclamation (Leonard, 2012) and decolonizing methodologies (Mignolo & Walsh, 2018; Smith, 2012), this dissertation asks how a critical embodied pedagogy can foster language reclamation, approaching the question from three separate papers.The first paper, "Language," examines the interrelated processes of remembering, reading, storytelling and revitalizing (Smith, 2012), making a case for broadening our conception of language reclamation beyond language teaching and learning to a process of knowledge production that contests hegemonic policies and linguistic ideologies. The second paper, "Power," employs found poetry (Furman et al., 2007) to explore questions of identity as it relates to language reclamation in a diverse urban setting. The paper calls for scholars and educators involved in language revitalization/reclamation efforts to attend to the nuanced ways that people inhabit and negotiate identities in different settings and in interaction (Urrieta, 2017), and to think actively into how pedagogical practices can constrain or enable identity positions that encourage the (re)appropriation, (re)creation and (re)invention of indigeneity. Finally, "Art" looks at how performance operates as a mode of embodied analysis and critique, providing a space to critically question, feel and analyze the meanings ascribed to languages and bodies and a platform for struggle and rehearsal where empathetic reflection (Nagar, 2019), hartazgo and joy can generate ideological, implementational and actual spaces for Indigenous languages.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352909157Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Critical pedagogiesIndex Terms--Genre/Form:

542853
Electronic books.

Language, Power and Art : = Towards an Embodied Praxis for Language Reclamation in Language Teacher Education.
LDR:03588nmm a2200409K 4500 001 2363371
005 20231121104625.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798352909157
035 $a (MiAaPQ)AAI29392624
035 $a AAI29392624
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Schwedhelm, Maria Cecilia. $3 3704129
245 1 0 $a Language, Power and Art : $b Towards an Embodied Praxis for Language Reclamation in Language Teacher Education.
264 0 $c 2022
300 $a 1 online resource (184 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: 84-04, Section: A.
500 $a Advisor: Hermes, Mary.
502 $a Thesis (Ph.D.)--University of Minnesota, 2022.
504 $a Includes bibliographical references
520 $a The longstanding history of schools and universities as central sites of linguicide and epistemicide (Ngũgĩ wa Thiongʼo, 2009) underscores the need to foreground Indigenous languages, cultures and ways of knowing as a path towards language reclamation and the decolonization of teacher education. This study draws on the experience of a class I facilitated at a language teacher education program in Oaxaca, Mexico's linguistically and culturally most diverse state. Embracing theory as praxis and the intersections between critical pedagogies (Boal, 2000; Freire, 2005; hooks, 2014), language reclamation (Leonard, 2012) and decolonizing methodologies (Mignolo & Walsh, 2018; Smith, 2012), this dissertation asks how a critical embodied pedagogy can foster language reclamation, approaching the question from three separate papers.The first paper, "Language," examines the interrelated processes of remembering, reading, storytelling and revitalizing (Smith, 2012), making a case for broadening our conception of language reclamation beyond language teaching and learning to a process of knowledge production that contests hegemonic policies and linguistic ideologies. The second paper, "Power," employs found poetry (Furman et al., 2007) to explore questions of identity as it relates to language reclamation in a diverse urban setting. The paper calls for scholars and educators involved in language revitalization/reclamation efforts to attend to the nuanced ways that people inhabit and negotiate identities in different settings and in interaction (Urrieta, 2017), and to think actively into how pedagogical practices can constrain or enable identity positions that encourage the (re)appropriation, (re)creation and (re)invention of indigeneity. Finally, "Art" looks at how performance operates as a mode of embodied analysis and critique, providing a space to critically question, feel and analyze the meanings ascribed to languages and bodies and a platform for struggle and rehearsal where empathetic reflection (Nagar, 2019), hartazgo and joy can generate ideological, implementational and actual spaces for Indigenous languages.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Language. $3 643551
650 4 $a Curriculum development. $3 684418
650 4 $a Sociolinguistics. $3 524467
653 $a Critical pedagogies
653 $a Embodiment
653 $a Indigenous languages
653 $a Language reclamation
653 $a Language teacher education
653 $a Oaxaca
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0679
690 $a 0727
690 $a 0636
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29392624 $z click for full text (PQDT)