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Indigenous graduate students studying heritage languages at universities: A collaborative autoethnography
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|dc.description||Using collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States. Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions. The authors then present their experiences through vignettes, as well as an analysis of emerging themes. 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R-words: Refusing research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223-247). Thousand Oaks, CA: Sage Publications. Wyman, L. T. (2012). Youth culture, language endangerment and linguistic survivance. Bristol, UK: Multilingual Matters. Wyman, L. T. (2014). Youth linguistic survivance in transforming settings: A Yup’ik example. In Wyman, L. T. McCarty, T. L., & Nicholas, S. E. (Eds.), Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 90-110). New York: Routledge.||en_US|
|dc.rights||Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported||en_US|
|dc.title||Indigenous graduate students studying heritage languages at universities: A collaborative autoethnography||en_US|
|Appears in Collections:||4th International Conference on Language Documentation and Conservation (ICLDC)|
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