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Coloniality in Language and Education Policies and the Sustenance of Indigenous Languages in the Global South: The Case of the Wayuu People in Colombia

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Title: Coloniality in Language and Education Policies and the Sustenance of Indigenous Languages in the Global South: The Case of the Wayuu People in Colombia
Language: English
Authors: Claudia Patricia Gutiérrez (ORCID 0000-0002-5651-3687), Estefanía Frías Epinayú
Source: Journal of Curriculum and Pedagogy. 2024 21(3):273-290.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: American Indian Languages, Colonialism, Foreign Countries, Educational Policy, Native Language, Second Language Learning, Decolonization, American Indians, Educational Change, Bilingual Education, Second Language Instruction, Self Concept, Language Maintenance, Cultural Maintenance, Spanish, Language Planning, American Indian Education, Language of Instruction, Curriculum Development
Geographic Terms: Colombia
DOI: 10.1080/15505170.2024.2373132
ISSN: 1550-5170
2156-8154
Abstract: Coloniality in education and language policies continues to impact Indigenous communities in implicit and complex ways. In this article, we describe the case of Colombia where, like in many other countries in the Global South, educational policy messages are contradictory. While ethno-education policies purport to sustain Indigenous languages and epistemologies and grant Indigenous peoples the right to educate their children and youth in ways that sustain their cultural and linguistic identities, the National Bilingual Plan enforces colonial English and Spanish exclusively, thus implicitly devaluing Indigenous peoples' bilingualism. This has resulted in further displacement of Indigenous languages that now compete for space in the curriculum against two colonial languages. Drawing on Southern Epistemologies Coloniality and Decoloniality, in this case study, we explore how these seemingly contradicting policies impact curriculum design, how teachers and school administrators in the Wayuu community, the largest Indigenous people in Colombia, perceive and navigate these demands, and how they, along other community members, envisage possibilities to resist this impact. Findings point to the insufficiency of stand-alone policies to sustain Indigenous languages and cultures and assert the need to center Indigenous voices and epistemologies to decolonize education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437346
Database: ERIC
FullText Text:
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  Data: Coloniality in Language and Education Policies and the Sustenance of Indigenous Languages in the Global South: The Case of the Wayuu People in Colombia
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  Data: <searchLink fieldCode="AR" term="%22Claudia+Patricia+Gutiérrez%22">Claudia Patricia Gutiérrez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5651-3687">0000-0002-5651-3687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Estefanía+Frías+Epinayú%22">Estefanía Frías Epinayú</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Curriculum+and+Pedagogy%22"><i>Journal of Curriculum and Pedagogy</i></searchLink>. 2024 21(3):273-290.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22American+Indian+Languages%22">American Indian Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Colonialism%22">Colonialism</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indians%22">American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Maintenance%22">Language Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Maintenance%22">Cultural Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Planning%22">Language Planning</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Education%22">American Indian Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: Coloniality in education and language policies continues to impact Indigenous communities in implicit and complex ways. In this article, we describe the case of Colombia where, like in many other countries in the Global South, educational policy messages are contradictory. While ethno-education policies purport to sustain Indigenous languages and epistemologies and grant Indigenous peoples the right to educate their children and youth in ways that sustain their cultural and linguistic identities, the National Bilingual Plan enforces colonial English and Spanish exclusively, thus implicitly devaluing Indigenous peoples' bilingualism. This has resulted in further displacement of Indigenous languages that now compete for space in the curriculum against two colonial languages. Drawing on Southern Epistemologies Coloniality and Decoloniality, in this case study, we explore how these seemingly contradicting policies impact curriculum design, how teachers and school administrators in the Wayuu community, the largest Indigenous people in Colombia, perceive and navigate these demands, and how they, along other community members, envisage possibilities to resist this impact. Findings point to the insufficiency of stand-alone policies to sustain Indigenous languages and cultures and assert the need to center Indigenous voices and epistemologies to decolonize education.
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      – SubjectFull: Colonialism
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      – TitleFull: Coloniality in Language and Education Policies and the Sustenance of Indigenous Languages in the Global South: The Case of the Wayuu People in Colombia
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