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Literacy and language revitalization: leaving a visible trace
Academic Work
The purpose of this research is to seek out Indigenous perspectives on literacy in Indigenous Language Revitalization (ILR), and to explore the role of print literacy in ILR in British Columbia. The central research question of this study is: does print literacy play a role in language revitalization? Through qualitative interviews and an extensive literature review, this thesis explores community-based language revitalization initiatives in Indigenous communities, as described by Indigenous language champions and scholars. In international forums, literacy is often discussed in terms of development goals, functionalism, and economic success. However, literacy is “socially and historically situated, fluid, multiple, and power-linked” (McCarty, 2005, p. xviii), and it is inextricably linked to political, historical, and cultural contexts (Grenoble & Whaley, 2005). This study concludes that these contexts are vital to defining the role of literacy in Indigenous communities. Every community has its own historical, political, social, environmental, technological, and philosophical context for language learning, and as such, literacy plays a different role in every community. Furthermore, the role of literacy can be expected to change over time, much like languages shift over time. This research also demonstrates that literacy, situated within Indigenous-controlled education and language initiatives, can contribute to larger goals of decolonization.
Peter Jacobs (T’nax̱wtn) (Contributor)
Trish Rosborough (Contributor)
David Underwood (Contributor)
Lorna Williams (Contributor)
Trish Rosborough (Contributor)
David Underwood (Contributor)
Lorna Williams (Contributor)
AW.00045
2018
Language and Linguistics
All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author.
Thesis / Dissertation
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