Raciolinguistics reveals the central role that language plays in shaping our ideas about race. 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, chapters cover a wide range of topics including the language use of African American Jews and the struggle over the very term "African American," the racialized language education debates within the increasing number of "majority-minority" immigrant communities as well as Indigenous 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," among other sites.
With rapidly changing demographics in the U.S.-population resegregation, shifting Asian and Latino patterns of immigration, new African American (im)migration patterns, etc.-and changing global cultural and media trends (from global Hip Hop cultures, to transnational Mexican popular and street cultures, to Israeli reality TV, to new immigration trends across Africa and Europe, for example)-Raciolinguistics shapes the future of studies 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 racial, ethnic, and linguistic contexts in the world.
Arvustused
Alim, Rickford and Ball have assembled an excellent set of essays that challenge the way we construct social reality. The combined force of the book is more than academic. It is a call for action in the political realm and in our personal interactions ... The book admirably introduces readers to a new field of inquiry and opens up vistas for potential future research on the questions it raises. * Larry L. LaFond, Linguist * All the authors were adept at portraying the linguistic landscape related to race, challenging assumptions about connections between race and language, and at providing new intellectual contributions regarding raciolinguistics. They help us understand the increasing complexities of a changing world, and to envision how to make that world a more hospitable place for all. * Larry L. LaFond, Linguist * Though taking differing approaches, the essays work together toward the same goal, which is to explore the complex relationships between language and race. Discussion of contemporary topics such as rap and hip-hop music, new media, and reality television will appeal to college students (of traditional age), and the writing style throughout the book is relatively approachable. This book is particularly valuable given the transition from Barack Obamas administration to that of Donald Trump, since presidential policies affect not only the US but also the rest of the world. * K. C. Williams, Choice *
| Introducing Raciolinguistics: Racing Language and Languaging Race in Hyperracial Times |
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1 Who's Afraid of the Transracial Subject?: Raciolinguistics and the Political Project of Transracialization |
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2 From Upstanding Citizen to North American Rapper and Back Again: The Racial Malleability of Poor Male Brazilian Youth |
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3 From Mock Spanish to Inverted Spanglish: Language Ideologies and the Racialization of Mexican and Puerto Rican Youth in the United States |
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65 | (16) |
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4 The Meaning of Ching-Chong: Language, Racism, and Response in New Media |
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81 | (16) |
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5 "Suddenly Faced with a Chinese Village": The Linguistic Racialization of Asian Americans |
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97 | (16) |
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6 Ethnicity and Extreme Locality in South Africa's Multilingual Hip Hop Ciphas |
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113 | (22) |
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7 Norteno and Sureno Gangs, Hip Hop, and Ethnicity on YouTube: Localism in California through Spanish Accent Variation |
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8 Toward Heterogeneity: A Sociolinguistic Perspective on the Classification of Black People in the Twenty-First Century |
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153 | (18) |
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9 Jews of Color: Performing Black Jewishness through the Creative Use of Two Ethnolinguistic Repertoires |
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171 | (12) |
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10 Pharyngeal Beauty and Depharyngealized Geek: Performing Ethnicity on Israeli Reality TV |
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11 Stance as a Window into the Language-Race Connection: Evidence from African American and White Speakers in Washington, DC |
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12 Changing Ethnicities: The Evolving Speech Styles of Punjabi Londoners |
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Part III LANGUAGE, RACE, AND EDUCATION IN CHANGING COMMUNITIES |
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13 "It Was a Black City": African American Language in California's Changing Urban Schools and Communities |
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241 | (14) |
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14 Zapotec, Mixtec, and Purepecha Youth: Multilingualism and the Marginalization of Indigenous Immigrants in the United States |
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255 | (18) |
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15 On Being Called Out of One's Name: Indexical Bleaching as a Technique of Deracialization |
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273 | (18) |
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16 Multiculturalism and Its Discontents: Essentializing Ethnic Moroccan and Roma Identities in Classroom Discourse in Spain |
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291 | (18) |
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Inmaculada M. Garcia-Sanchez |
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17 The Voicing of Asian American Figures: Korean Linguistic Styles at an Asian American Cram School |
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309 | (18) |
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18 "Socials," "Poch@s," "Normals" y los demas: School Networks and Linguistic Capital of High School Students on the Tijuana--San Diego Border |
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327 | (20) |
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| Index |
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347 | |
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).
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