El. knyga: Enacting and Envisioning Decolonial Forces while Sustaining Indigenous Language: Bilingual College Students in the Andes

"This book chronicles the experiences of Quechuan bilingual college students who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book presents visual and textual insights and merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages"--

The author describes how Andean college students identify the barriers, support, and actions needed to mobilize Quechua in higher education, looking at their bilingual Quechua-Spanish practices in Cuzco, Peru, as they aim to maintain their ethnolinguistic identity and succeed in a Spanish-centric curricula, as well as how they deal with limited opportunities for Quechua-Spanish bilingual practices and their collective efforts to mobilize Quechua in higher education. She draws on the results of a photovoice study of the sociolinguistic practices and ideologies of the students, advocates for a participatory approach to research in Andean sociolinguistics, and explores a model using bottom-up language planning for the mobilization of indigenous languages in higher education. She discusses current policies for the maintenance of indigenous languages in education vs. actual practices, community-based participatory research as the framework for her study, and how she developed and negotiated interactive relationships with these students as participants; how students create spaces for their Quechua practices despite barriers from their university; and how the participation of Andean community members shaped the implementation of the study and the need to engage with participatory cultural humility to add awareness of colonial differences. Distributed in the US by National Book Network. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)

This book chronicles the experiences of Quechuan bilingual college students who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book presents visual and textual insights and merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages.

This book chronicles the experiences of Quechuan bilingual college students who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book presents visual and textual insights and merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages.

Through the presentation of visual and textual insights, this book chronicles the experiences of Quechuan bilingual college students, who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages such as Quechua and depicts the ways in which these Andean college students deal with limited opportunities for Quechua-Spanish bilingual practices. It provides an overview of their collective efforts to mobilize Quechua in higher education, efforts which will help all who read it understand the maintenance of the Quechua language beginning at the grassroots level. The author advocates for engaging language researchers in critical collective forces at the core of conditions which promote Quechua in higher education, a collective effort which must reflect decolonial, non-Eurocentric, non-fundamentalist Indigenous concepts in combination with action-oriented cultural wealth for the benefit of minoritized languages and peoples.