ABSTRACT
This chapter draws attention to the logics that serve as foundation for the heritages of language in contemporary curriculum. It locates the centrality of language within broader colonial practices and engages with the invention of language within the context of coloniality from which "indigenous" kinds emerge. The chapter addresses a mission's activities, desires, and aspirations in an effort to understand how a religion–science tactic emerges. The intense missionary heritage through which language becomes central can be traced in various evental moments of "indigenous" making. The chapter takes up comparative linguistics, which invents and orders languages by reproducing representation via "Europe". The chapter interrogates arboreal or root–tree principles from which an assumed whole, as the origin of identities, delimits multiplicity. It engages with the perseverance of logo- and phono-centrism in defining the "Indian" since at least the late eighteenth century and in ordering teacher education practices in the twenty-first century.
