Chowdhury, Ataharul Huq; Hauser, Michael; Odame, Helen Hambly (2010). With or without a Script? Comparing Two Styles of Participatory Video on Enhancing Local Seed Innovation System in Bangladesh. Journal of Agricultural Education and Extension, v16 n4 p355-371. Recent experiences in participatory video-making raise the question of how best to use this medium for enhancing local seed innovation systems. Embedded in a mini-process of participatory action research, two styles of participatory video–scripted and scriptless–were tested and assessed together with farmers and facilitators in Bogra District, Bangladesh. Data, collected through participant observation, informal interviews, group discussions and workshops, were analysed using a combination of Analytic Hierarchy Process (AHP) and Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis. Scripted video can be used as a capacity-building tool and for disseminating sustainable technologies or local knowledge across geographical scales. But there is a risk of goal orientation to produce quality films, which may undermine the spirit of participation and ownership of the process. In the scriptless style, the process seems to be more inclusive but random, and hence, less… [Direct]

Schonleber, Nanette S. (2011). Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview. Journal of American Indian Education, v50 n3 p5-25. The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities…. [Direct]

Tarc, Aparna Mishra (2011). Reparative Curriculum. Curriculum Inquiry, v41 n3 p350-372 Jun. Supporting learners' public engagement with traumatic histories of mass human violence can develop and sustain reparative relations across and between strained social collectives. In this article I theorize the intrapersonal and inter-political dynamics of psychical and social reparation through a classroom case of reparative learning. I analyze the emotional responses of beginning teachers engaging with traumatic Aboriginal history as depicted in Robert Arthur Alexie's novel "Porcupines and China Dolls". My analysis of students' trouble with the novel offers insight into the psychical production of reparative curriculum as it is raggedly pieced together in the learner's capacity to feel for the unimaginable lives and worlds of others. (Contains 4 notes.)… [Direct]

Ryan, Ann (2008). Indigenous Knowledge in the Science Curriculum: Avoiding Neo-Colonialism. Cultural Studies of Science Education, v3 n3 p663-702 Sep. Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing…. [Direct]

MacTavish, Katherine A.; Shamah, Devora (2009). Making Room for Place-Based Knowledge in Rural Classrooms. Rural Educator, v30 n2 p1-4 Win. For many rural schools the view outside the classroom window is one of scenic fields, pasture lands, or forests nestled at the base of mountains. Despite the proximity of rural schools to both agricultural land and the natural world, what little connection to place that may have existed in rural schools' curricula has been disappearing as schools shift their focus toward basic academic skills (e.g., reading, math, and writing). The authors argue that ultimately the trend in reduction of school programs and the practice of undervaluing place-based-knowledge, especially place-based knowledge gained outside the classroom through interactions within place, diminishes the ability of schools to be the primary location for collective socialization and the transmission of local community values to youth. They assert as well that consequences for both the quality of education and opportunities offered for youth and the overall community well-being ensue…. [PDF]

Cherubini, Lorenzo; Hodson, John; Manley-Casimir, Michael; Muir, Christiane (2010). "Closing the Gap" at the Peril of Widening the Void: Implications of the Ontario Ministry of Education's Policy for Aboriginal Education. Canadian Journal of Education, v33 n2 p329-355. There is a crisis relevant to the publicly funded education of Aboriginal students in Ontario. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be "widening the void" rather than "closing the gap," and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to support Aboriginal self-determination. (Contains 1 table and 1 footnote.)… [PDF] [PDF]

Spaulding, Roderick Jay (2010). An Alternative Expert Knowledge Transfer Model: A Case Study of an Indigenous Storytelling Approach. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. The increasing complexity of technical work, the demand for highly skilled workers, and the vital challenges facing the world at large have combined to create a need for better ways to transfer knowledge, especially expert knowledge. In this dissertation, I attempted to see if an approach to this process that is more holistic than is typical in business and industry might be more successful. Specifically, I applied traditional indigenous methods for transferring knowledge from those who have mastery in a given field. The purpose of this study was to use indigenous approaches to oral storytelling as a teaching technique for solving specific problems in technical learning for semiconductor engineers and then to compare and contrast outcomes. The goal was to see what benefit, if any, to technical knowledge transfer might emerge from this approach via phenomenological interviewing of participants. There were two data measurements: (a) focus group interviews and (b) root-cause analysis…. [Direct]

Ruth, Damian (2010). Monoculture on the Intellectual Landscape: Research Performance Evaluation. London Review of Education, v8 n2 p141-151 Jul. The metaphor of "monoculture on the intellectual landscape" is used to analyse the effects of large-scale research management regimes. The metaphor of "monoculture on the intellectual landscape", derived from Shiva's "monocultures of the mind", is developed and illustrated with respect to gender and ethnicity. The paper then discusses the production of knowledge in the context of monocultures of the mind, and concludes that large-scale research management regimes are inimical to healthy and diverse intellectual habitats…. [Direct]

Eley, Robert; Gorman, Don (2010). Didgeridoo Playing and Singing to Support Asthma Management in Aboriginal Australians. Journal of Rural Health, v26 n1 p100-104 Win. Context: Asthma affects over 15% of Australian Aboriginal people. Compliance in asthma management is poor. Interventions that will increase compliance are required. Purpose: The purpose of the study was to determine whether Aboriginal children, adolescents and adults would engage in music lessons to increase their knowledge of asthma and support management of their asthma. Methods: Participants were recruited from schools and through the local Aboriginal Medical Service. All participants identified as Aborigines and were diagnosed as being asthmatic. The intervention was a 6-month program of once weekly music lessons using a culturally significant wind instrument, the didgeridoo, for males and singing lessons for females. Findings: High school students enthusiastically engaged and had excellent retention in what they considered to be a most enjoyable program. Respiratory function improved significantly in both junior and senior boys who also reported a noticeable improvement in their… [Direct]

Willems, Julie (2010). The Equity Raw-Score Matrix–A Multi-Dimensional Indicator of Potential Disadvantage in Higher Education. Higher Education Research and Development, v29 n6 p603-621 Dec. Issues surrounding student participation, transition, retention and successful completion in higher education are topical. While the Australian federal government has identified broad groupings of under-represented students, these do not shed light on the complexities underlying the issues of the educationally disadvantaged, such as the compounding problems of multiple equity-group membership or the overlay of the acute or chronic effects of equity sub-group membership. This paper details the Equity Raw-Score Matrix. The matrix is a multi-dimensional indicator of potential disadvantage in learners, created for the specific purposes of diagnosing the complexities of educational disadvantage and creating pre-emptive strategies for the participation, transition and retention of students who are disadvantaged. The paper also describes the qualitative research study that was the catalyst for the creation of the matrix. (Contains 3 tables, 6 figures and 4 notes.)… [Direct]

Dube, Turu; Lubben, Fred (2011). Swazi Teachers' Views on the Use of Cultural Knowledge for Integrating Education for Sustainable Development into Science Teaching. African Journal of Research in Mathematics, Science and Technology Education, v15 n3 p68-83. The international community looks towards Education for Sustainable Development (ESD) to address global problems such as environmental degradation, poverty and ill-health. This article focuses on the integration of ESD into science lessons. It reports Junior Secondary School (JSS) science Teachers' perceptions of the ESD concept; its integration into their teaching and what they perceive to be the role of traditional, cultural practices in promoting ESD through science teaching.Semi-structured interviews were conducted with sixteen JSS teachers from a variety of school contexts. The data were analysed using Grounded Theory methods. The findings reflected that the teachers were not familiar with the ESD concept. However, they claimed to be unknowingly practicing its integration in some of their teaching. The environmental aspect of ESD was perceived as most suitable for integration into science teaching. Specific cultural activities related to the science curriculum and ESD were seen… [Direct]

Edgecombe, Jim; Gietz, Carmen; MacKay, Leslie D.; Mah, Inga; Mathews, Susanna; McIntosh, Kent; Pelser, Janet; Rowe, Jacquie; Vogt, Carolyn (2011). Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage. Canadian Journal of Education, v34 n3 p181-195. This study explored the effectiveness of a speech and language intervention that was designed to be culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development. (Contains 1 figure and 2 tables.)… [PDF] [Direct]

Delany-Barmann, Gloria (2009). Bilingual Intercultural Teacher Education: "Nuevos Maestros Para Bolivia". Bilingual Research Journal, v32 n3 p280-297. Educational reform efforts in Bolivia have created possibilities for teacher-training institutions to focus on bilingual intercultural education. How teacher trainers and future teachers embark upon this endeavor differs somewhat depending on the sociolinguistic, historical, and institutional contexts of each community. This article reports observed challenges and successes related to bilingualism and biliteracy development within the context of a sample of normal schools in Bolivia specializing in bilingual intercultural education. Through the framework of sociocultural theory and the use of ethnographic methods, Hornberger's (1989) Continua of Biliteracy is employed to examine the complexities of literacy practices observed in these schools. (Contains 1 figure, 3 tables, and 1 footnote.)… [Direct]

Dockett, Sue; Kearney, Emma; Perry, Bob (2010). School Readiness: What Does It Mean for Indigenous Children, Families, Schools and Communities? Issues Paper No. 2. Australian Institute of Health and Welfare At the state and local level, many school systems, districts and early childhood networks have developed approaches and programs to support children's transition to school. These programs often address school readiness. There are many definitions of school readiness. Some refer to the skills and attributes of individual children, defining it as "the state of child competencies at the time of school entry that are important for later success" (Snow 2006:9). In this paper, school readiness for Indigenous Australian children is investigated from the basis of the strengths of all concerned–children, families, educators and communities. Research is analysed and programs are described. An overview of these programs is provided in the section "Which readiness programs and activities have been developed both nationally and internationally?", with more details provided in Appendix 2. Appendices include: (1) Background to the literature review; and (2) Brief descriptions… [PDF]

Jenkins, Louise; Mansouri, Fethi (2010). Schools as Sites of Race Relations and Intercultural Tension. Australian Journal of Teacher Education, v35 n7 p93-108 Nov. Australia's education system endeavours to provide an environment in which students can learn in a safe and comfortable manner, free of fear of verbal or physical abuse. However, for many schools, the ability to create this safe environment has been undermined by a recent rise in society-wide intercultural tensions that inevitably permeate the school boundary. Empirical data from a national project about racism among Australian youth provides evidence that these intercultural tensions are generating an unsettling level of verbal, and in some cases, physical abuse in Australian secondary schools. These project findings inform the discussion presented in this paper that schools, as sites of intercultural relations, reflect wider societal attitudes. Nevertheless, this paper also contends that schools as microcosms of social realities have the potential to change social attitudes gradually, including those about diversity, culture and race. To do so, schools need to be supported by… [PDF]

O'Dowd, Mary (2010). "Ethical Positioning" a Strategy in Overcoming Student Resistance and Fostering Engagement in Teaching Aboriginal History as a Compulsory Subject to Pre-Service Primary Education Students. Education in Rural Australia, v20 n1 p29-42. The paper describes and analyses the issues that impacted on pre service Primary Education students' engagement with the subject "Aboriginal culture and history" at a rural university. The paper identifies how issues including pioneer identity and local "conversations" about race related strongly to this particular rural context. It names and demonstrates "ethical positioning" as an effective pedagogy in shifting often unrecognised racist values and attitudes, thus enabling students to move beyond ethnocentricity. The paper highlights the openness of the students to becoming transformative educators when issues of identity, racism and its ethical implications are reflected on overtly. (Contains 13 footnotes.)… [Direct]

Skattebol, Jen (2010). Affect: A Tool to Support Pedagogical Change. Discourse: Studies in the Cultural Politics of Education, v31 n1 p75-91 Feb. In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist facilitators of the natural unfolding development of individuals. While reconceptualising the early childhood knowledge base has oriented theorists and activists towards equity, unsettling educator subjectivities requires careful consideration in a feminised profession such as early childhood education. There is a need for greater discussion about how educators experience the uncertainties that accompany profound changes in teaching practice and identities and how educators can harness these uncertainties in ways that strengthen the profession. In this paper, I offer excerpts from teacher research that show how theories of affect support… [Direct]

Acosta, Curtis (2007). Developing Critical Consciousness: Resistance Literature in a Chicano Literature Class. English Journal, v97 n2 p36-42 Nov. Starting from a framework that emphasizes indigenous heritage, high school teacher Curtis Acosta and students in the Chicano/Raza Studies classes engage with literature that reflects the students' lives, families, and histories. Doing so encourages students to visualize and affirm academic identities while they confront current issues of oppression, develop critical consciousness, and become familiar with movements of resistance and action. (Contains 1 figure and 2 notes.)… [Direct]

Grayshield, Lisa; Waldo, Michael (2008). A Response to \Time-Limited Service Alternatives: Using Therapeutic Enactment in Open Group Therapy\. Journal for Specialists in Group Work, v33 n4 p328-334 Oct. This article offers comments on the Keats and Sabharwal article, \Time-Limited Service Alternatives: Using Therapeutic Enactment in Open Group Therapy,\ including the rationale for the approach, its conceptual base, the group process and ethical issues. Suggestions for further research on this approach are presented, including examination of its application to specific populations like Native college students…. [Direct]

Gittelsohn, Joel; Kratzmann, Meredith; Ogina, Julia; Reid, Rhonda; Roache, Cindy; Sharma, Sangita (2010). Participatory Research for Chronic Disease Prevention in Inuit Communities. American Journal of Health Behavior, v34 n4 p453-464 Jul-Aug. Objective: To develop a community-based chronic disease prevention program for Inuit in Nunavut, Canada. Methods: Stakeholders contributed to intervention development through formative research [in-depth interviews (n = 45), dietary recalls (n = 42)], community workshops, group feedback and implementation training. Results: Key cultural themes included the perceived healthiness of country foods, food sharing, and importance of family. During community workshops, key problem foods for intervention were identified as well as healthier culturally and economically acceptable alternatives for these foods. Behaviors for promotion were identified and prioritized. Conclusions: This approach resulted in project acceptance, stakeholder collaboration, and a culturally appropriate program in stores, worksites, and other community venues…. [Direct]

McLaughlin, Juliana Mohok (2011). Lost in Translation: Partnerships for Authentic Education in Papua New Guinea. International Education Journal: Comparative Perspectives, v10 n2 p86-98. Pacific Island countries are recipients of considerable education reform projects, many of which are sponsored by various global donor agencies. These agencies have become partners for development in the region. Research cautions that development projects may have detrimental influences as their designs and delivery often ignore the economic, cultural and social contexts of recipient countries. This paper explores issues impacting on the capacity of educators to lead educational change in Papua New Guinea. While initiatives in capacity building are offered, contradictions within the reform processes identify serious questions about policy development, ownership and capacity building. These contradictions relate to the sustainability of such programmes, collaboration and partnerships between the National Department of Education, universities, donor agencies and scholars who advocate for authentic education for Papua New Guinea. (Contains 4 footnotes.)… [Direct]

Marks, Gary N. (2014). Demographic and Socioeconomic Inequalities in Student Achievement over the School Career. Australian Journal of Education, v58 n3 p223-247 Nov. This paper examines changes in demographic and socioeconomic inequalities in student achievement over the school career, and the extent that these inequalities are accounted for by other influences such as, region and socioeconomic background (where appropriate), school differences and prior achievement. The data analysed are from a longitudinal cohort of Victorian government school students in Years 3, 5 and 7 between 2008 and 2012. The most important finding is the dominant influence of prior achievement which substantially reduces demographic and socioeconomic differences. The strong effects of prior achievement hold even after differences between schools and socioeconomic background have been taken into account. Therefore, policy positions and theories of student performance that give primacy to the socioeconomic resources of families when students are at school, or schools themselves, are not supported. The genesis of demographic and socioeconomic inequalities in student… [Direct]

Pearson, George (2009). Imaginative Education Engages Aboriginal Learners in Prince Rupert. Education Canada, v49 n5 spec iss p26-29. Ten years ago, only 10% of the aboriginal students attending the public school of Prince Rupert took down their diploma of secondary studies. Across British Columbia, only 47 percent of the Aboriginal students who entered Grade 8 in 2003 have since completed high school, compared to 79 percent for all students in the province, an inequity that has been recognized and deplored for years. Governments and non-government organizations, schools, and education organizations have poured money and ideas into projects aimed at closing the graduation gap and improving the quality of education for Aboriginal students. Many of the projects have established touch points with Aboriginal culture but haven't built a culturally inclusive, pedagogically sound curriculum to engage Aboriginal students throughout an entire year and from one year to the next. This article describes how Prince Rupert, British Columbia, is addressing that shortcoming with LUCID (Learning for Understanding through… [Direct]

Tuck, Eve (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review, v79 n3 p409-428 Fall. In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of \damage-centered\ research–research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damage-centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities. (Contains 1 table and 4 notes.)… [Direct]

Agnello, Mary F.; Lucey, Thomas A.; Olaniran, Bolanle; Todd, Reese H. (2009). Afghanistan and Multiculturalism in Khaled Hosseini's Novels: Study of Place and Diversity. Multicultural Education & Technology Journal, v3 n2 p96-111. Purpose: The purpose of this paper is to frame Khaled Hosseini's novels, "The Kite Runner" and "A Thousand Splendid Suns", as literature to expand and enhance the American secondary curriculum with multicultural themes based on Afghanistan as a geographical and cultural place in a dynamic, diverse, and complex world more mediated than ever before by computer technologies. Design/methodology/approach: The methodological approach to the study is a synthesis of geographic education grounded in the concept of place and diversity pedagogy. Findings: Khaled Hosseini's web site has become the cyber place where hundreds of readers from around the world come to express their deep emotional reactions to "The Kite Runner" and "A Thousand Splendid Suns". At the same time, that so many diverse international readers are responding favorably to Hosseini's novels, his works are being censored in classrooms in the USA. The research outlines geographical and… [Direct]

Fixico, Donald L. (2009). American Indian History and Writing from Home: Constructing an Indian Perspective. American Indian Quarterly, v33 n4 p553-560 Fall. If the typical premise of American Indian history is actually the history of Indian-white relations, then the \other\ side of the coin must be turned over for understanding an Indian point of view and what is called \writing from home.\ Conceptually, \writing from home\ is the challenge of historians who are American Indian and who write history based on their cultural perceptions and home place as Native people who have been trained in the mainstream academy. Indian history is perceived differently by Indians close to their traditions as opposed to academic historians. While this essay focuses on the latter and writing from home, Indian history of the former is conveyed in the oral tradition via stories where \experiences\ are more important than \events.\ Furthermore, Indian history in the form of \experiences\ is actually moments of time where time is perceived differently from the American mainstream. The difference in perception underscores the point that Indians who write… [Direct]

Fahy, Patrick J.; Martin, Patricia; Steel, Nancy (2009). Preferences of Residents in Four Northern Alberta Communities regarding Local Post-Secondary Programming. International Review of Research in Open and Distance Learning, v10 n3 Jun. The western Canadian province of Alberta has used some of the proceeds from exploitation of its extraordinary natural resources to make available a range of post-secondary training and education opportunities to residents. While these provisions appear comprehensive, this study examined how well they actually suit the express needs of the residents of remote, Northern areas of the province, many of them Aboriginal. The literature shows that while Aboriginal people are underrepresented in Canada in university enrollments, they are no longer underrepresented in college or other institutions, suggesting that gains have been made for some residents of rural and remote parts of Canada. Further, when Northern residents (especially Aboriginal males) complete advanced training, Statistics Canada reports they are highly successful in employment and income. Access is the pivotal issue, however: leaving the local community to attend training programs elsewhere is often disruptive and… [PDF]

Zembylas, Michalinos (2008). The Politics of Shame in Intercultural Education. Education, Citizenship and Social Justice, v3 n3 p263-280. Against a perspective of shame that would see it as something paralyzing, negative and destructive, I draw out a different account of the politics of shame in intercultural education. I explore the openings that are created for a productive politics of shame in the context of discussions surrounding intercultural education via tracing how different kinds of shame are evoked or rejected in collective imagination–both in politics and in education. My goal is to show that a rehabilitation of the political and ethical value of shame challenges the opposition between self and other, and that this act can be beneficial, particularly in educational settings. An effort to transcend the usual dichotomies around the pride/shame debate both in political and in educational discourses will tackle the cultural, political and educational uses of shame and help educators gain a deeper understanding of the meaning and implications of shame in intercultural education. (Contains 2 notes.)… [Direct]

Agustini, Ketut; Kesiman, Made Windu Antara (2012). The Implementation of Hypertext-Based Learning Media for a Local Cultural Based Learning. Journal of Information Technology Education: Innovations in Practice, v11 p377-385. By studying and analyzing thoroughly the aspects of Indonesian culture, we may find many concepts of local wisdom that have been practiced in daily life of Indonesian people that can be beneficial for Information Technology study. Subak is a Balinese organization of irrigation systems, and is one example of local wisdom known widely in the world. Subak, as one of the greatest Balinese cultural heritages, is the backbone of Balinese rice cultivation. The aim of this research is to develop and to implement a hypertext-based learning media for local cultural based learning with a case study in the Computer Operating System course for undergraduate students of Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan, Universitas Pendidikan Ganesha, in Singaraja Bali, Indonesia, based on the concept of Subak. This research starts with exploration of the local wisdom concept "Subak" to collect a specific local cultural based teaching material. We found that Subak is… [PDF]

Frawley, William; Lopez, Jacqueline; Peyton, Joy Kreeft (2010). "Se Puede Conservar La Cultura y Tambien Se Puede Aspirar": Language and Cultural Identities among the Cora of Mexico. Heritage Language Journal, v7 n2 p22-45 Fall. This paper examines the connection between heritage language and culture and the construction and maintenance of social and personal identities of the Cora, an indigenous people of the Mexican Sierra del Nayar, in Northwestern Mexico. Using the frameworks of the socially and linguistically mediated mind (Dennet, 1991; Harre & Gillet, 1994; Searle, 1998) and the Continua of Biliteracy (Hornberger, 2002; Hornberger & Wang, 2008), the paper presents data from interviews with Cora speakers to show how language and cultural connection support identity establishment and maintenance among the Cora. The data indicate that the Cora experience pressure to assimilate into mainstream Mexican society, yet they continue to manage multiple identities. One of the ways they do this is by shifting between an endogenous Cora identity and an integrated Mexican identity. The paper closes with recommendations on teaching Cora language and culture in school, so that their identities can be… [PDF]