Blurb:

This chapter discusses four teacher-researcher inquiry projects designed to support Alaska Native language and cultural maintenance and revitalization efforts in school-based Indigenous language education. These projects, which were part of a series of grants that spanned 10 years, brought together various stakeholders including university faculty from different institutions, school district personnel, classroom teachers, and tribal organizations to participate in an interinstitutional collaborative community that focused on developing Indigenous language pedagogies that utilize digital technology as a transformative vehicle (Freire, 2005). In our meta-analysis of these projects, which are grounded in Indigenous ways of being-knowing-doing, we focus on how these teacher-researchers used technology to disrupt monoglossic and monolingual ideologies.