Gokee-Rindal, Delores Ellen2009-09-152009-09-152009-06https://hdl.handle.net/11299/53540University of Minnesota Ed.D. disseratation. July 2009. Major: Educational Policy and Administration. Advisor: Thomas D. Peacock. 1 computer file (PDF); v, 131 pages, appendices A-C.This study explores Ojibwe language and cultural knowledge for young tribal children (prenatal through age five) in Red Cliff, a small, rural Ojibwe reservation located in northern Wisconsin. Ojibwe language and culture in the Red Cliff community is severely threatened, with only one fluent speaker remaining whose first language is Ojibwe. In the context of language and culture loss, this study reviews the devastating effects of oppression and the history of American Indian education. Theories of language acquisition as well successful models of indigenous language and culture revitalization were examined. Tribal elders and community members with language and cultural knowledge were engaged in a collaborative process to explore what young Ojibwe children might know, learn, and understand about their language and culture. Their voices were heard, honored, and retold for the purpose of strengthening language and culture revitalization efforts in the community.en-USAmerican Indian EducationEarly Childhood EducationEthnic and Racial StudiesNative American LanguageEducational Policy and AdministrationThesis or Dissertation