The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System

O'Dowd, Mina

doi:10.1007/978-94-017-9355-1_10

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Regarding the preservation of indigenous language and culture in a multicultural environment where there exists a national dominant language(s), mother tongue-based multilingual education has been increasingly considered the most optimal approach for ethnic minority people to master their mother tongues, and national and international languages (UNESCO Bangkok, 2015a;Jacob, 2016;Wisbey, 2013). Indigenous education has been conducted and studied in most multicultural situations, especially in multi-ethnic nations, such as the United States, China, Mexico, Uganda, and New Zealand (Boshier, 2015;Jacob, Liu, & Lee, 2015;O'Dowd, 2015;Ward & Braudt, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

Xiong

Jacob

2016

Front Educ China

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The purpose of this study is to compare Korean and Mongol minorities in the People's Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities' language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People's Republic of China.

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Section: Literature Reviewmentioning

confidence: 99%

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

Xiong

Jacob

2016

Front Educ China

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The Right to Mother Tongue Education for Indigenous Peoples: An Overview of International and Regional Standards

Mendecka

2023

Studia Iuridica

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Language is an essential element of indigenous culture and identity. Meanwhile, indigenous languages are endangered or nearly extinct. It is argued that ensuring that native communities receive education in their mother tongue is key to conserve and revitalize indigenous cultures and linguistic heritage. This paper reviews the normative guidelines regarding the right to be taught in one’s own language set out in international and regional human rights law. It is argued that although there is currently no binding, universally accepted obligation to provide education for indigenous peoples in their native languages, a binding measure might soon emerge. Additionally, it is argued that the protection of indigenous heritage and cultural diversity requires re-evaluation of the current standards and that the right of native peoples to mother tongue-based education should be strongly endorsed by the international community.

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The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System

Cited by 2 publications

References 14 publications

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

The Right to Mother Tongue Education for Indigenous Peoples: An Overview of International and Regional Standards

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