Indigenous Literatures and Languages in the Americas: Translanguaging and Education in Global Contexts

参与该网络的国际团队将研究美洲不同土著社区使用当今全球语言（法语、西班牙语、英语和葡萄牙语）的语言和文化混杂的各个方面。其目的是将土著文学、翻译理论、历史学家、教育专家、土著教育家、作家和社区领袖聚集在一起，1)发展对土著文学与这些全球霸权语言之间关系的跨语言和跨文化理解；2)设计教学策略，利用这些文献来对抗土著文化和知识的侵蚀。通过一系列专题讨论会和讲习班，该网络将制定实用和灵活的教学方法，帮助制定哥伦比亚、美国、墨西哥、加拿大和巴西土著学校的教学课程。从长远来看，我们的目标是影响这些国家的地方和国家教育政策。虽然对美洲主要语言的土著文学的混合特征进行了大量研究，但很少有人研究这些类型的文本如何为教育背景和策略提供信息。我们的目标是通过将后殖民翻译和译语理论与创造性理论和批判教学法的教育方法以及土著教师的专业知识相结合来填补这一空白。根据后殖民理论，将文本从次等语言翻译成主导文化的行为通常会导致“他者”的产生。在为期两天的研讨会上，我们将汇集土著社会、土著文学和翻译理论方面的历史专家，确定土著人民与殖民主义和现代性话语之间的权力关系如何继续影响这种“自我”翻译为“可接受”和“预期”的土著文化表征。另一方面，译语理论挑战了这一观点，提出语言、符号和哲学方面可以从一种语言转移到另一种语言。因此，该小组还将审查土著作家是否能够通过翻译克服意识形态和语言障碍，使四种主要语言非殖民化，以便清晰地表达源自各自土著文化的含义的代码和符号。然后，该网络将探索这些关于美洲土著文学的新观点如何有助于土著教育研究和土著学校领域。在北美印第安人和土著研究协会的一个会议小组中，我们将与教育研究专家、土著领导人和土著教育工作者分享座谈会上积累的知识。其目的是讨论这种类型的文学可以在教育背景下使用的方式，重点关注其潜力：1)教育学生了解强加给土著社区的话语立场，从而使他们在政治上获得能力；2)教育面临文化上被剥夺其传统和知识的土著学生。该小组将促进土著教育工作者的知识与批判教育学和创造性理论的学术专家之间的思想交流。这一合作的成果将用于哥伦比亚拉瓜希拉土著学校的教育讲习班。还将根据这一经验为上述其他国家的学校编写一份报告。它还将通过一个面向研究人员和土著教师和学生的互动式多语言网站和一本由多人撰写的书进行传播，该书将全面介绍在教育背景下使用文学的好处和风险。

The international team involved in this network will examine aspects of linguistic and cultural hybridity in different indigenous communities of the Americas that engage with today's global languages: French, Spanish, English and Portuguese. The aim is to bring together experts on indigenous literatures, translation theory, historians, educational specialists, indigenous educators, writers and community leaders to 1) develop a cross-linguistic and cross-cultural understanding of the relationship between indigenous literatures and these global hegemonic languages and 2) devise pedagogical strategies to employ this literature in order to combat the erosion of indigenous cultures and knowledges. Through a series of symposiums and workshops the network will produce practical and flexible teaching methodologies that will help shape the teaching curriculums of indiegnous schools in Colombia, the United States, Mexico, Canada, and Brazil. In the long-term we aim to influence local and national educational policies in these countries.While studies abound on the hybrid character of indigenous literatures written in the dominant languages of the Americas, very little has been done how these types of texts can inform educational contexts and strategies. We aim to fill this gap by combining the theories of postcolonial translation and translanguaging with the educational approaches of creativities theory and critical pedagogy and the expert knowledge of indigenous teachers. According to postcolonial theory the act of translating texts from a subaltern language to that of the dominant culture usually results in the production of an 'other'. By bringing together historical experts on indigenous societies, indigenous literatures and translation theory in a two-day colloquium, we will identify the ways in which the power relations between indigenous peoples and the discourses of colonialism and modernity continue to influence such 'self' translations into 'accepted' and 'expected' representations of indigenous cultures. On the other hand, the theory of translanguaging has challenged this standpoint by proposing that linguistic, symbolic and philosophical aspects can be transferred from one language to another. The team will also examine, therefore, the possibility that indigenous writers are able to decolonise the four major languages by translating through the ideological and linguistic barriers in order to articulate codes and symbols that express meanings that stem from the respective indigenous cultures. The network will then explore how these new perspectives on indigenous literatures of the Americas can contribute to the field of indigenous education studies and indigenous schools. In a conference panel in the Native American and Indigenous Studies Association in North America we will share the knowledge accrued in the colloquium with educational studies experts, indigenous leaders and indigenous educators. The aim is to debate the ways in which this type of literature can be used in educational contexts, focusing on its potential to 1) educate students on the discursive positions imposed on indigenous communities and, therefore, enable them politically, and 2) educate indigenous students at risk of becoming culturally disenfranchised from their traditions and knowledges. The panel will promote an exchange of ideas between the knowledge of indigenous educators and academic experts of critical pedagogy and creativities theory. The outcomes of this collaboration will be employed in educational workshops in indigenous schools in La Guajira, Colombia. A report informed by this experience will also be prepared for schools in the other countries mentioned above. It will also be disseminated via an interactive multilinguistic website for researchers and indigenous teachers and students, and a multi-authored book that will provide a holistic vision of the benefits and risks of employing literature in educational contexts.