Raciolinguistics
How Language Shapes Our Ideas About Race
1st Edition
Published on 30. September 2016
360 pages
978-0-19-062570-2 (ISBN)
Description
Raciolinguistics reveals the central role that language plays in shaping our ideas about race and vice versa. The book brings together a team of leading scholars-working both within and beyond the United States-to share powerful, much-needed research that helps us understand the increasingly vexed relationships between race, ethnicity, and language in our rapidly changing world. Combining the innovative, cutting-edge approaches of race and ethnic studies with fine-grained linguistic analyses, authors cover a wide range of topics including the struggle over the very term "African American," the racialized language education debates within the increasing number of "majority-minority" immigrant communities in the U.S., the dangers of multicultural education in a Europe that is struggling to meet the needs of new migrants, and the sociopolitical and cultural meanings of linguistic styles used in Brazilian favelas, South African townships, Mexican and Puerto Rican barrios in Chicago, and Korean American "cram schools" in New York City, among other sites.
Taking into account rapidly changing demographics in the U.S and shifting cultural and media trends across the globe--from Hip Hop cultures, to transnational Mexican popular and street cultures, to Israeli reality TV, to new immigration trends across Africa and Europe--Raciolinguistics shapes the future of scholarship on race, ethnicity, and language. By taking a comparative look across a diverse range of language and literacy contexts, the volume seeks not only to set the research agenda in this burgeoning area of study, but also to help resolve pressing educational and political problems in some of the most contested raciolinguistic contexts in the world.
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Other editions
Additional editions
H. Samy Alim | John R. Rickford | Arnetha F. Ball
Raciolinguistics
How Language Shapes Our Ideas About Race
Book
12/2016
Oxford University Press Inc
€78.00
Shipment within 15-20 days
Persons
H. Samy Alim is Professor of Education and, by courtesy, Anthropology and Linguistics at Stanford University, where he directs the Center for Race, Ethnicity, and Language (CREAL), the Institute for Diversity in the Arts (IDA), and African & African American Studies (AAAS). His most recent book, Articulate While Black: Barack Obama, Language, and Race in the U.S. (2012, with Geneva Smitherman), addresses language and racial politics through an examination of President Barack Obama's language use-and America's response to it. Other books include Street Conscious Rap (1999), You Know My Steez (2004), Roc the Mic Right (2006), Tha Global Cipha (2006), Talkin Black Talk (2007), and Global Linguistic Flows (2009). His forthcoming volume, Culturally Sustaining Pedagogies, will appear in 2017 (with Django Paris, Teachers College Press).
John R. Rickford is the J.E. Wallace Sterling Professor of Linguistics and the Humanities at Stanford University and the current President of the Linguistic Society of America. His most recent books include Spoken Soul: The Story of Black English (co-authored, 2000, winner of an American Book Award), Style and Sociolinguistic Variation (co-edited, 2001), Language in the USA: Themes for the Twenty-First Century (co-edited, 2004), Language, Culture and Caribbean Identity (co-edited, 2012) and African American, Creole and Other Vernacular Englishes: A Bibliographic Resource (co-authored, 2012).
Arnetha F. Ball is a Professor in the Stanford Graduate School of Education and former President of the American Educational Research Association. She is author of Multicultural Strategies for Education and Social Change: Carriers of the Torch in the U.S. and South Africa (2006) and co-editor of several volumes including Bahktinian Perspectives on Language, Literacy, and Learning (2004), African American Literacies Unleashed: Vernacular English and the Composition Classroom (2005), the NSSE volume With More Deliberate Speed (2006) and Studying Diversity in Teacher Education (2011).
Content
Introducing Raciolinguistics: Racing Language and Languaging Race in Hyperracial Times
H. Samy Alim, Stanford University
1. Who's Afraid of the Transracial Subject?: Raciolinguistics and the Political Project of Transracialization
H. Samy Alim, Stanford University
2. From Upstanding Citizen to North American Rapper and Back Again: The Racial Malleability of Poor Male Brazilian Youth
Jennifer Roth-Gordon, University of Arizona
3. From Mock Spanish to Inverted Spanglish: Language Ideologies and the Racialization of Mexican and Puerto Rican Youth in the United States
Jonathan Rosa, Stanford University
4. The Meaning of Chin- Chong: Language, Racism, and Response in New Media
Elaine W. Chun, University of South Carolina
5. "Suddenly faced with a Chinese Village": The Linguistic Racialization of Asian Americans
Adrienne Lo, University of Waterloo
6. Ethnicity and Extreme Locality in South Africa's Multilingual Hip Hop Ciphas
Quentin E. Williams, University of the Western Cape
7. Norteño and Sureño Gangs, Hip Hop, and Ethnicity on YouTube: Localism in California through Spanish Accent Variation
Norma Mendoza-Denton, University of Arizona
Part II. Racing Language
8. Toward Heterogeneity: A Sociolinguistic Perspective on the Classification of Black People in the Twenty-First Century
Renée Blake, New York University
9. Jews of Color: Performing Black Jewishness through the Creative Use of Two Ethnolinguistic Repertoires
Sarah Bunin Benor, Hebrew Union College
10. Pharyngeal Beauty and Depharyngealized Geek: Performing Ethnicity on Israeli Reality TV
Roey Gafter, Tel Aviv University
11. Stance as a Window into the Language-Race Connection: Evidence from African American and White Speakers in Washington, D.C.
Robert J. Podesva, Stanford University
12. Changing Ethnicities: The Evolving Speech Styles of Punjabi Londoners
Devyani Sharma, Queen Mary, University of London
Part III. Language, Race, and Education in Changing Communities
13. "It Was a Black City": African American Language in California's Changing Urban Schools and Communities
Django Paris, Michigan State University
14. Zapotec, Mixtec, and Purepecha Youth: Multilingualism and the Marginalization of Indigenous Immigrants in the United States
William Perez, Claremont Graduate University; Rafael Vasquez, Universidad Autonóma; and Raymond Burie, Pomona College
15. On Being Called Out of One's Name: Indexical Bleaching as a Technique of Deracialization
Mary Bucholtz, University of California, Santa Barbara
16. Multiculturalism and Its Discontents: Essentializing Ethnic Moroccan and Roma Identities in Classroom Discourse in Spain
Inmaculada García-Sánchez, Temple University
17. The Voicing of Asian American Figures: Korean Linguistic Styles at an Asian American Cram School
Angela Reyes, Hunter College and The Graduate Center, CUNY
18. "Socials," "Poch@s," "Normals" y los demás: School Networks and Linguistic Capital of High School Students on the Tijuana-San Diego Border"
Ana Celia Zentella, University of California, San Diego
Index
