Decolonial Struggles in Indigenous Language Education in Neoliberal Times: Identities, Ideologies, and Activism

The importance of Indigenous languages and epistemologies for sustainable development, equitable society, and a green environment is acknowledged by a significant body of literature (e.g., Green et al., 2010; Harmsworth, 2002; Magni, 2017). Green et al. (2010), for example, argue that “Indigenous knowledge may well be one of the keys in understanding how best to engage in culturally appropriate climate change adaptation strategies for these [Indigenous] communities” (p. 351). Indigenous languages thus provide a critical and sustainable foundation for protecting ecological knowledge and helping communities to adapt with and to climate change (Nakashima & Krupnik, 2018). Studies have shown that Indigenous peoples’ knowledge about the environment, agriculture, food, language, place and time offer transformative and equitable agency to support their communities, help safeguard the degrading climate, as well as build liveable and equitable communities (Mafongoya & Ajayi, 2017; Nyong et al., 2007). In education, such knowledge plays an equally important role in creating and ensuring an equitable, accessible, and quality learning environment for all children. For Owuor (2007), Indigenous bodies of knowledge play a critical role “in directing the goals of education for sustainable development [. . .] and in addressing local problems affecting societies, especially the devastating effects of HIV/AIDS pandemic [in Africa]” (p. 27). Consequently, researchers from across the globe have consistently argued that the implementation of Indigenous language policies in education systems contributes to building strong literacy and developing the cognitive, ecological, and cultural knowledge of learners (Hornberger, 2006; Romero-Little, 2006). More importantly, Indigenous language education is necessary to sustain Indigenous peoples’ right to speak and promote their cultural and linguistic practices (May, 2013). Acknowledging the multidimensional value of Indigenous languages, the United Nations launched the International Decade of Indigenous Languages (2022–2032) to empower users of Indigenous languages around the world. With its slogan “nothing for us without us,” the U.N. declaration acknowledges the value of Indigenous languages for building inclusive communities. This declaration also helps guarantee that the cultural and linguistic rights of Indigenous people are upheld and that they are treated in a socially just way. In addition, the declaration recognizes the significance of Indigenous languages to sustainable development and the protection of biodiversity. While such global efforts play critical roles in creating space for Indigenous languages in the public sphere, Indigenous communities and language users continue to face linguistic, cultural, and epistemic discrimination (Rousseau & Dargent, 2019), however. Such forms of discrimination largely stem from state policies that embrace colonial, nationalist, and neoliberal ideologies in education. Although these ideologies have different names, all of them carry the ideology of linguistic homogeneity and are characterized by social inequalities that Western-European regimes have historically created and promoted. Put differently, in many post-colonial regimes, states often continue to reproduce linguistic homogeneity and hierarchies of language that misrecognize the importance of Indigenous languages.