Black Linguistic Justice from Theory to Practice

Dados Bibliográficos

ID21307635
AutoresHannah Franz (0009-0000-5745-3519), Michelle Petty Grue, Angela Rowell, Marie Tano (0000-0002-4470-5702), Sierra J Johnson, Anne H Charity Hudley (0000-0001-8273-3109), Anne Charity Hudley
Ano2024
Volume75
Fascículo4
Páginas647-674
Data de publicação2024-06-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCollege Composition and Communication (JOURNAL)
Identificadores do periódicoISSN: 0010-096X • E-ISSN: 1939-9006
EditoraNational Council of Teachers of English (PUBLISHER • US)
DOI10.58680/ccc2024754647
OpenAlexW4401397070
IdiomaEN
Citações recebidas1
Referências citadas27

While writing studies and linguistic scholarship has interrogated race and college writing instruction over the last fifty years, we contend that explicit, actionable, and supportive guidance on giving feedback to Black students’ writing is still needed. Building on the legacy of work visible in the Students’ Right to Their Own Language original (Conference on College Composition and Communication, 1974) and updated (2006) annotated bibliography, as well as the crucial work done since then, our interdisciplinary team of linguists and writing studies scholars and students constructed the Students’ Right to Their Own Writing website. We describe the research-based design of the website and share evaluations of the website from focus group sessions. Acknowledging the contingent and overburdened nature of the labor force in most writing programs, the focus group participants particularly appreciated the infographics, how-tos and how-not-tos, and samples of feedback. The result is a demonstration of how to actually take up the call to enact Black Linguistic Justice (Baker-Bell et al., “This Ain’t Another Statement”)

Economic Justice · Epistemology · Linguistics · Pedagogy · Political science · Sociology · Law · Linguistic Variation and Morphology · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching