Abstract
In this chapter Hermes and Haskins closely investigate examples from Haskins’ teaching at an Ojibwe immersion school to show the way the Ojibwe language itself brings the institutional racism of the state standards to the surface. As educational standards are becoming less local and more uniform at a national level, they are promoted as being universal and, in fact, an equalizing factor for minority students. In this chapter, we show clearly how these standards are in fact not universal but very culturally specific when understood in relation to the enactment of an Ojibwe language-centered curriculum.
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Notes
- 1.
http://dpi.wi.gov/english-learners/effective/common-core, Accessed 27/10/2016.
- 2.
Here we use the capitalized form of Discourses following James Gee (2015), Discourses refer to all the many different ways groups of identities are expressed. These are “tool kits” or semiotic domains or subcultures.
- 3.
http://ojibwe.lib.umn.edu/, Accessed 27/10/2016.
- 4.
The names of students here are pseudonyms.
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Hermes, M., Haskins, M. (2018). Unbecoming Standards Through Ojibwe Immersion: The Wolf Meets Ma’iingan. In: Wigglesworth, G., Simpson, J., Vaughan, J. (eds) Language Practices of Indigenous Children and Youth. Palgrave Studies in Minority Languages and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-60120-9_5
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