In what way, does school and civil society encourage pupils’ understanding of their indigenous identity, language ideology and cultural ownership?
There is increasing evidence of indigenous youth having multiple language varieties and multiple language use to perform certain identities to position themselves when interacting in peer-groups, classrooms, family homes, and outside of school. These varieties of identities are the day-to-day beliefs and language ideologies which young people co-construct according to the various challenges and opportunities they face. Indeed, by excluding beliefs and language ideologies of young people in school and society, there remains a strong distinction in the use of heritage languages within and outside the school gates.
Consequently, knowledge remains limited on how civil society and education negotiate a normative indigenous identity and language ideological space in its direct relation to shaping and/or neglecting a space for young people to negotiate their own distinctive one. This thesis will be focussing on two case studies where empirical fundamental differences lie in the curriculum and in the understanding of indigenous society. .