Kari A. B. Chew, Ph.D.

Indigenous Language Education

  • About
  • Writing
  • Decolonizing Pedagogies
    • Adult Learners
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  • About
  • Writing
  • Decolonizing Pedagogies
    • Adult Learners
  • Online Courses
    • Video Series
    • Guide
    • Webinar
    • Map
  • article

    Relationality in online Indigenous language courses

    This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language courses, we discuss how course…

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  • article

    Creating online Indigenous language courses as decolonizing praxis

    This article shares a participatory action research project about the use of technology, specifically online Indigenous language courses, to learn and teach Indigenous languages. The research collaborators are the NEȾOLṈEW̱ ‘one mind, one people’ Partnership, 7000 Languages, and two Indigenous Partners who have created courses with 7000 Languages: the Hase’…

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  • article

    Centering relationality in online Indigenous language learning: Reflecting on the creation and use of Rosetta Stone Chickasaw

    Drawing on the authors’ experiences developing Rosetta Stone Chickasaw (RSC), an asynchronous online Chikashshanompa’ (Chickasaw language) course, this article shares examples of how relationality is enacted in online Indigenous language learning. We discuss the RSC interface and ways that it created opportunities and barriers to centering Indigenous and Chikasha (Chickasaw)…

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  • article

    Persistence in Indigenous language work during the COVID-19 pandemic

    Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred…

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  • article

    Chikashsha alhihaat Chikashshanompa’ anompoli katihma: Chickasaws are still speaking Chikashshanompa’

    Holisso mako̲ anompa toklo’ ishtiiholissochitok, Chikashshanompa’ micha Naahollimanompa’. Hopaakikaash Chikashsha mó̲ma’at i̲yaakni’ sipokni’ áyya’shattook. 1837aash Naahollo i̲naalhpisa’at pomokloshi’ wihat kanallichittook. Pomokloshaat Hattak Api’ma’ I̲yaakni’ onat tahattook. Pomanompa’at impállaminattookookya kaniya’ookya iláyya’shakmat Chikashsha ilittimanompohó̲li katihma. Chikashsha alhihaat ittimanompoli aaissa ki’yokittook. Chikashsha sipóngni’at imanompa’ imaabahánchi bíyyi’kanattook. Mako’no imaabahánchi katihma. Pomanompa’at ikshoka’chi imahoobookya ki’yokittook.…

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  • article

    Sustaining and revitalizing Indigenous languages in Oklahoma public schools: Educational sovereignty in language policy and planning

    As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1)…

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  • article

    #KeepOurLanguagesStrong: Indigenous language revitalization on social media during the early COVID-19 pandemic

    Indigenous communities, organizations, and individuals work tirelessly to #KeepOurLanguagesStrong. The COVID-19 pandemic was potentially detrimental to Indigenous language revitalization (ILR) as this mostly in-person work shifted online. This article shares findings from an analysis of public social media posts, dated March through July 2020 and primarily from Canada and the…

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  • article

    Chikashshaat asilhlhat holissochi [Chickasaws are asking and writing]: Enacting Indigenous protocols in academic research and writing

    As Chikashsha (Chickasaw) scholars and Chikashshanompa’ shaali’ (Chickasaw language learners/carriers), we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation’s language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing…

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  • article

    Cultivating enduring and reciprocal relationships in academia: An Indigenous mentor-mentee model

    This article takes form following an exchange of letters in which the Chickasaw and Hopi authors reflected on an Indigenous mentorship relationship in higher education as the embodiment of a carved-out space for Indigenous ways of knowing and being. They begin the story of their faculty mentor-doctoral mentee relationship with…

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  • article

    Storying an interconnected web of relationships in Indigenous language reclamation work and scholarship

    Indigenous language work is manifested in a diversity of community-led responses of resilience and persistence. Indigenous persons who are reclaiming their languages have entered academia with goals of contributing to community language reclamation efforts and broader resurgence movements. Adapting Archibald’s (2008) concept of storywork—experiential narratives that privilege a cultural lens—we…

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Dr. Kari A. B. Chew

Chokma. Saholhchifoat Kari A. B. Chew. Chikashsha sa'yacha Chikashshanompa' ithanali.


adult learners autoethnography Chikashshanompa' children covid-19 decolonizing educational sovereignty family higher education hope Indigenous education Indigenous research language education language policy language revitalization mentorship narratives online learning relationality Rosetta Stone Chickasaw social media storywork wellbeing

Kari A. B. Chew, Ph.D. 2023 ©