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Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian

Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian Community, AZ, White Mountain Apache, AZ, Cochiti Pueblo, NM and Santo Domingo Pueblo, NM. The goal was to learn about the status of their language, current ILRA initiatives as well as challenges and successes that face American Indian nations. During each visit, key elements to successful language revitalization initiatives were identified that could benefit those continuing their effort to reverse language loss as well as those looking to enter in the field of language revitalization.
ContributorsHutchinson, Jenna Michelle (Author) / Romero-Little, Mary Eunice (Thesis director) / Begay, Jolyana (Committee member) / Sims, Christine P. (Committee member) / Barrett, The Honors College (Contributor) / American Indian Studies Program (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-12
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By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in

By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in Indigenous communities around the world which focused on education, culture, and decolonization. Data was collected through interviews and surveys from undergraduate and graduate students attending Arizona State University. From the information gathered a program is suggested which focuses on teaching Indigenous youth research methods and implementing a program within their community. The suggested program derives ideas from the aforementioned analyzed programs and cultural values in the Diné community.
ContributorsManson, Merry Caroline (Author) / Vicenti Carpio, Myla (Thesis director) / Bortner, Peg (Committee member) / Barrett, The Honors College (Contributor) / School of Letters and Sciences (Contributor) / American Indian Studies Program (Contributor)
Created2014-05