By Stephen May
This edited assortment offers examples of indigenous community-based tasks from worldwide. Examples comprise programmes between Maori in Aotearoa/New Zealand, S?mi in Norway, Aboriginal humans in Australia, Innu in Canada, and local american citizens within the mainland US, Hawai’i, Canada and South the USA. individuals comprise indigenous academic practitioners, and indigenous and non-indigenous lecturers lengthy linked to the learn of indigenous schooling.
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All this can come from a range of activities that are begun by the school, or through its specialist services: providing home visits by social workers who are minority language speakers; organising parent groups and bilingual language exchange centres, which often become self-sufficient in place of formal support systems; having experienced parents teach other parents, not just the art of parenting but the place of that art within their own culture; bringing the activities of the school and the activities of the family closer together, especially through child care or playgroup arrangements that offer contact with adult specialists in tutoring, computers, dance, drama, writing, library research, athletics, and after-school jobs.
There is a history of this sort of work in community efforts to promote minority language revival in many countries. Joshua Fishman (1990) outlines some strategies from several places that have helped to focus local community interest on reviving ancestral languages. Above all, to reverse language decline and promote minority language interests, Fishman stresses the need for good neighbourhood organisation. Clearly, community-based education can offer this sort of social support, while also encouraging self-help for families.
There is now little doubt, after a welter of educational research on the subject, that the specific proscription and diminution of indigenous languages and cultures in the schooling process has contributed, in no small part, to the subsequent limited success of many indigenous students. Given this history, it is also perhaps unsurprising that education has now come to be seen as a key arena in which indigenous peoples can reclaim and revalue their languages and cultures and, in so doing, improve the educational success of indigenous students.