ABSTRACT

In this paper, we examine stakeholder initiatives to revitalise Indigenous languages in two countries, Aotearoa New Zealand and Canada, the countries in which we live and conduct research. We provide a brief overview of the history of systematic Indigenous language and cultural suppression within our two countries, situating Māori Medium Education in Aotearoa New Zealand and Aboriginal Head Start in Canada; initiatives designed to revitalise and sustain Indigenous languages and cultures through the education of children within their generally parallel historical, social and political contexts. We draw on semi-structured interviews and focus group conversations to highlight perspectives of Māori family members and students in Māori Medium Education and of Anishnaabek early childhood educators in northern Ontario Aboriginal Head Start programs. Participants indicate that these programs are making a difference in revitalising and sustaining Indigenous languages and cultures. Our comparison of positive outcomes and challenges that need to be addressed, based on stakeholders participating in initiatives in two countries, can inform broader conversations about Indigenous language revitalisation through initiatives focusing on early childhood education.

摘要

在本文中，我们研究了利益相关者在新西兰和加拿大这两个国家振兴土著语言的举措，这两个国家是我们生活和开展研究的国家。我们简要概述了我们两国系统土著语言和文化压制的历史，将毛利中等教育置于新西兰 Aotearoa，并将土著启蒙教育置于加拿大；旨在通过在通常平行的历史、社会和政治背景下教育儿童来振兴和维持土著语言和文化的举措。我们利用半结构化访谈和焦点小组对话来突出毛利人中等教育中毛利人家庭成员和学生的观点，以及安大略省北部土著启蒙计划中的 Anishnaabek 幼儿教育工作者的观点。参与者表示，这些计划在振兴和维持土著语言和文化方面发挥了重要作用。我们基于参与两国倡议的利益相关者对需要解决的积极成果和挑战进行了比较，可以通过专注于幼儿教育的倡议为更广泛的关于土著语言振兴的对话提供信息。