University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Imagining Convivial Multilingualism: Practices, Ideologies and Strategies in Diidxazá/ Isthmus Zapotec Indigenous Language Education Haley De Korne University of Pennsylvania,
[email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, and the Social and Cultural Anthropology Commons Recommended Citation De Korne, Haley, "Imagining Convivial Multilingualism: Practices, Ideologies and Strategies in Diidxazá/ Isthmus Zapotec Indigenous Language Education" (2016). Publicly Accessible Penn Dissertations. 1680. https://repository.upenn.edu/edissertations/1680 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1680 For more information, please contact
[email protected]. Imagining Convivial Multilingualism: Practices, Ideologies and Strategies in Diidxazá/ Isthmus Zapotec Indigenous Language Education Abstract This study documents practices relating to the use of Isthmus Zapotec or Diidxaza, an Indigenous language of Oaxaca, Mexico, in formal and non-formal education. Drawing on ethnographic monitoring and ethnography of language policy methodologies, I document, interpret, and ultimately engage in Isthmus Zapotec education with the aim of countering social inequalities produced through language hierarchies. Within the historical and socio-political context of the Isthmus of Tehuantepec where Isthmus Zapotec is spoken, I describe and categorize the actors, practices, and socio-political processes that currently constitute the educational language ecology. I draw on participant observation, interviews, photographs and documents collected during 17 months of ethnographic fieldwork and several subsequent visits in the Isthmus (2013-2015) in order to illustrate the linguistic landscape and the prominent practices in this domain.