Language and Social Justice in Context: Hawaiʻi As a Case Study
Intro -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 The Hawaiian Context -- 1.2 The Greater US Context -- 1.3 Language as Key to Social Justice -- 1.3.1 Language and the Brain -- 1.3.2 Language and the Well-Being of Indigenous Populations -- 1.3.3 Educational Structures and Multilingualism -- 1.4 Methodology -- 1.5 Organization of This Book -- References -- 2 American Colonialism, Resistance, and the Linguistic Landscape in Hawaiʻi -- 2.1 American Colonialism -- 2.2 American Colonialism and Foreign Labor -- 2.3 Asian Settler Colonialism -- 2.4 Resistance -- 2.5 Resistance by Non-Hawaiians -- 2.6 Pidgin as Resistance -- 2.7 Conclusion -- References -- 3 Barriers to and Promises of a Strong Hawaiian Language -- 3.1 Rebuilding Structures for the Hawaiian Language in Society -- 3.2 Media Discourse and Barriers to Growth -- 3.3 Why Make a Place for Hawaiian in Society? -- 3.4 A New Generation of Hawaiians Speakers -- 3.5 Conclusion -- References -- 4 Pidgin: Overcoming Social Stigma -- 4.1 An Example of Pidgin Literature -- 4.2 Spoken Testimony in Pidgin -- 4.3 Talking About Pidgin in Hawaiian -- 4.4 Concluding Remarks -- References -- 5 "Filipino" and "Micronesian" as Categories of Immigrant Languages in Hawaiʻi -- 5.1 Immigrant Languages and Hawaiʻi's Schools -- 5.2 Concerns About the EL Category -- 5.3 "Filipino" and "Micronesian" Languages -- 5.3.1 Stigmatizing and then Recapturing Filipino Languages as Heritage Languages -- 5.3.2 "Micronesian" -- 5.4 An Analysis of Media Discourse -- 5.5 Conclusions -- References -- 6 Recognizing and Appreciating Translanguaging -- 6.1 Translanguaging and Public Testimonies -- 6.2 Public Translanguaging by Hawaiian Medium School Students -- 6.3 Translanguaging and Translating -- 6.4 Conclusions: Translanguaging and the Revitalization of Hawaiian -- References.