2012 American Indian Language Development Institute
Language Authenticity for the Next Generation
LRC 495a/595a-1
Activism in Language Education and Policy
WEEK ONE: Theorizing Activism in Contemporary and Historical Context
Date
Friday 6/8
1:00-4:30 p.m.
Discussion Topic
Readings
Introductions
Assignments &
Activities
Course goals
(completed in
class)
Overview of Course Topics,
Expectations
Collage on
activism
What is Activism? How is it
conceptualized? Theorized? How
is it related to language cctivism?
Conceptual maps
on activism and
language activism
Individual & personal activism
(Examples from our own lives and
communities)
REQUIRED
●Combs & Penfield, “Language Activism and
Language Policy”
●Shaw, “Introduction” (to the Activist’s Handbook)
●Zepeda, “Birth witness” (poem)
Monday 6/11
1:00-4:30 p.m.
Theorizing activism (continued)
REQUIRED (Select two)
●Gitlin, “On duty, love and adventure, or some leaps
of faith”
●hooks, “Engaged pedagogy”
●Marshall & Anderson, “Is it possible to be an
activist educator”
Student-led
discussions of
readings
Tuesday 6/12
1:00-4:30 p.m.
Individual examples of activism
Rachel Corrie
Rebecca Jim
Elizabeth Paretrovich
REQUIRED
●Martin, “I am hungry for one good thing
I can do”
●Oyler, “Curriculum for
civic agency”
Small and whole
group discussions
Film Presentation
“For the rights of all: Ending Jim
Crow in Alaska” (time allowing)
Images, from left to right: Rebecca Jim,
Elizabeth Paretrovich
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Date
Wednesday 6/13
1:00-4:30 p.m.
Discussion Topic
Black activism and the Civil
Rights Movement
Film Presentation
“Trouble the Water” (time
allowing)
Images, right: Martin Luther King, Jr. &
President Lyndon Baines Johnson
Thursday 6/14
1:00-4:30 p.m.
Latino/a activism
Film Presentation
“The Struggle in the Fields”
(Episode 2 of Chicano! History of
the Mexican American Civil Rights
Movement) (time allowing)
Readings
Assignments &
Activities
REQUIRED
●Letter to Martin Luther King from Alabama
Clergymen
●Martin Luther King, Jr., “Letter from a
Birmingham City Jail”
●Scott Heron, “The revolution will not be televised”
(poem/song)
REFERENCE MATERIALS
●Dyson, “Guns and butter” (handout)
●Russell Brown, “While visions of deviance danced
in their head” (handout)
●Stanford University Annotation to Letter from
Birmingham Jail (handout)
REQUIRED
●Anzaldúa, “How to Tame a Wild Tongue”
●Jensen & Hammerback, “Chávez’s Ceremonial
Speaking”
●Mora, “Elena” (poem)
●Santiago Baca, “Healing Earthquakes” (poem)
Small & large
group discussions
REQUIRED (Select two)
●Jensen, “Race Words & Race Stories”
●Jensen, “The Emotions of White Supremacy: Fear,
Guilt, and Anger”
●Ignatiev, “Treason to Whiteness is Loyalty to
Humanity” & “How to be a Race Traitor: Six Ways
to Fight Being White”
●Sleeter, “White Silence, White Solidarity”
●Lowry, “I’m Notthatwhiteman” (poem)
Student-led
discussions of
readings
Images, from left to right: César Chávez,
Jimmy Santiago Baca, Pat Mora, Gloria
Anzaldúa
Friday 6/15
1:00-4:30 p.m.
White activism: Allies or
appropriation?
Film Presentation
“Sweating Indian style” (time
allowing)
Images from left to right: Christine Sleeter,
Noel Ignatiev, his book Race Traitor, Robert
Jensen, Herb Lowry’s book, Heart River
Undertow
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WEEK TWO: Indigenous Activism & Language Activism
Date
Monday 6/18
12:00-12:45 p.m.
Roundtablepanel discussion
about activism
1:00-4:30 p.m.
Discussion Topic
Native American activism in the
Civil Rights Movement
Readings
REQUIRED
●Deloria, “The Red and the Black”
●Ortiz, “Essentialism” (poem)
Assignments &
Activities
Small & large
group discussions
Film Presentation
“Native Nations standing together
for civil rights” (time allowing)
Images from left to right: Vine Deloria, Jr., Occupation of
Alcatraz Island, November 1969.
Tuesday 6/19
1:00-4:30 p.m.
Wounded Knee and the American
Indian Movement (AIM)
Film Presentation
“Wounded Knee” (Episode 5 of
We Shall Remain) (time allowing)
Wednesday 6/20
1:00-4:30 p.m.
First Nations activism
Film Presentation
“Kanehsatake: 270 years of
Resistance” (time allowing)
Thursday 6/21
1:00-4:30 p.m.
Language activism and language
Management
REQUIRED
●Hightower Langston, “American Indian Women’s
Activism in the 1960s and 1970s”
●Brave Bird, “American Indian Movement” (story)
Small & large
group discussions
REQUIRED
●Barker, “Gender, Sovereignty, Rights: Native
Women's Activism against Social Inequality and
Violence in Canada”
●McGlashan, “The island of women” (poem)
●Tapahonso, “Blue horses rush in” (poem)
Small & large
group discussions
REQUIRED
●Spolsky, “Influencing
language management: Language
Activist Groups”
●Kallifatides, “My language and I”
(poem)
Small & large
group discussions
Image: Bernard Spolsky
Friday 6/22
1:00-4:30 p.m.
The role of linguists and language
“outsiders” in language activism
Video Presentation
“The Linguists” (time allowing)
REQUIRED (Select two)
●Grenoble, “Linguistic Cages and the Limits of
Linguists”
●Rice, “Must There be two Solitudes?: Language
Activists and Linguists Working Together”
●Speas, “Someone Else’s Language: On the Role of
Linguists in Language Revitalization”
●Leporanta-Morley, “My language is my home”
(poem)
Images left to right: Lenore Grenoble,
Keren Rice, Margaret Speas
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Student-led
presentation of
readings
WEEK THREE: Language Activists Inside and Out
Date
Monday, 6/25
Discussion Topic
The activism of Jeff Barnaby
(Mi’gmac)
“From Cherry English” (2004)
“The Colony” 2007)
“File Under Miscellaneous” (2010)
Tuesday 6/26
1:00-4:00 p.m.
Activism and language activism in
arid lands and arid times: The sad,
strange case of Arizona
Images left to right: Mary Carol Combs,
Sheilah Nicholas, Thomas Sheridan
Wednesday 6/27
1:00-4:30 p.m.
Getting reading for microteaching
Immersion Teaching: Theory &
Practice
Learning from “Sheltered” Content
Teaching
Readings
REQUIRED
●Krupa, “An interview with Jeff Barnaby” (handout)
●Jeff Barnaby discourse,
http://www.youtube.com/watch?v=i-nRFpkrvKY
REQUIRED (select two)
●Combs, “Everything on its head: How Arizona’s
Structured English Immersion policy re-invents
theory and practice
●Combs & Nicholas, “The effect of Arizona
language policy on Arizona Indigenous students”
●Sheridan, “Arizona in the 21st Century”
●Ortiz, “The law” (poem)
Assignments &
Activities
Written synthesis
of activism paper
due
Student
presentation of
readings
REFERENCE MATERIALS
●Arizona Attorney General’s opinion (2001) on the
applicability of Proposition 203 to Navajo language
programs (handout)
●Proposition 203 (handout)
●Native American Languages Act (handout)
REQUIRED
●Hinton, “Teaching methods”
●Using “Sheltered instructional methods in
Indigenous language revitalization” (handout)
●Rodrigues da Silva, “My language” (poem)
●Espada, “Imagine the angels of bread” (poem)
Dialogues due
Small & large
group discussions
The Importance of “Goofiness” in
Language Teaching
Leanne Hinton
Thursday 6/28
1:00-4:30 p.m.
Microteaching
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Friday 6/29
Optional [de-briefing] meeting
with instructors
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Microteaching
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