Embracing the Perpetual 'But' in Raciolinguistic Justice Work: When Idealism Meets Practice
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| Title: | Embracing the Perpetual 'But' in Raciolinguistic Justice Work: When Idealism Meets Practice |
|---|---|
| Language: | English |
| Authors: | Howell, Nicole Gonzales, Navickas, Kate, Shapiro, Rachael, Shapiro, Shawna, Watson, Missy |
| Source: | Composition Forum. Sum 2020 44. |
| Availability: | Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com |
| Peer Reviewed: | Y |
| Publication Date: | 2020 |
| Document Type: | Non-Print Media Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Social Justice, Philosophy, Writing Instruction, Writing Teachers, Student Diversity, Language Usage, Racial Bias, Social Bias, Academic Language, Standard Spoken Usage, Barriers, Ideology, Teacher Behavior, Teacher Attitudes, Multilingualism, Tutoring, Preservice Teacher Education, Elementary Secondary Education, Tutors, Preservice Teachers |
| ISSN: | 1522-7502 |
| Abstract: | This multimedia article shares five short video-recorded stories that highlight specific moments of struggling to practice antiracist and linguistic justice values within different disciplinary situations: giving feedback on student writing, training tutors in the writing center, working with pre-service teachers, debating learning objectives in department committees, and responding to prescriptivist attitudes from colleagues. This praxis-driven work responds to Inoue's 2019 CCCC Chair's Address and his calls to confront white language supremacy by providing vulnerable accounts of the intellectual, interpersonal, emotional and pedagogical labors and challenges involved in fighting for raciolinguistic justice. Teachers and administrators may find the video stories and accompanying reflections useful when developing pedagogical approaches, designing professional development workshops, or reimagining departmental policy-making and curriculum development. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://compositionforum.com/issue/44/embracing.php |
| Accession Number: | EJ1278130 |
| Database: | ERIC |
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| Abstract: | This multimedia article shares five short video-recorded stories that highlight specific moments of struggling to practice antiracist and linguistic justice values within different disciplinary situations: giving feedback on student writing, training tutors in the writing center, working with pre-service teachers, debating learning objectives in department committees, and responding to prescriptivist attitudes from colleagues. This praxis-driven work responds to Inoue's 2019 CCCC Chair's Address and his calls to confront white language supremacy by providing vulnerable accounts of the intellectual, interpersonal, emotional and pedagogical labors and challenges involved in fighting for raciolinguistic justice. Teachers and administrators may find the video stories and accompanying reflections useful when developing pedagogical approaches, designing professional development workshops, or reimagining departmental policy-making and curriculum development. |
|---|---|
| ISSN: | 1522-7502 |
