Please use this identifier to cite or link to this item:
Engaged Language Policy and Practices in a Local Marshallese and Chuukese Community in Hawai‘i.
|Title:||Engaged Language Policy and Practices in a Local Marshallese and Chuukese Community in Hawai‘i.|
|Authors:||Uchishiba, Gregory M.|
|Date Issued:||May 2018|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Much can be learned from our Marshallese and Chuukese communities, two populations|
that are impacting Hawai‘i as their migrant populations grow. The purpose for this engaged
ethnography was to document and engage in the process of community transformation through
the Engaged Language Policy and Practices approach, which included the researcher and two
research assistants as active participants. The research assistants used their home languages and
cultural expertise to benefit their respective communities. This project created a community
center model that others could emulate in their efforts to empower their communities with spaces
that meet their language ideological needs, specifically where they could make their own
collective decisions, based on their own language and cultural beliefs and values. Through the
creation of community steering committees, the community’s capacity for autonomy was
supported by emphasizing relationship building and collective leadership. The Chuukese
community, after going through weekly language ideological discussions, decided to create their
own language and cultural school through creating community partnerships. The Marshallese
community decided to continue to maintain their language and culture through their church
structure and weekly activities. This study contributes a community center model that can be
replicated. Furthermore, it provides insight into using research assistants from the home
communities to conduct research, and a process to empower marginalized communities to
critically look at language ideologies and practices.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Education|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.