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Towards a revolutionary praxis: The...

Greenfield, Laura Ann.

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Towards a revolutionary praxis: The ethics of teaching Standardized English.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Towards a revolutionary praxis: The ethics of teaching Standardized English./
作者:	Greenfield, Laura Ann.
面頁冊數:	327 p.
附註:	Adviser: Robert McRuer.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3258474

Towards a revolutionary praxis: The ethics of teaching Standardized English.
Greenfield, Laura Ann.

Towards a revolutionary praxis: The ethics of teaching Standardized English. - 327 p.

Adviser: Robert McRuer.

Thesis (Ph.D.)--The George Washington University, 2007.

Language discrimination is a socially-tolerated form of institutionalized discrimination affecting American work places, schools, and civic life. The American public, in general, and many English teachers, in particular, make assumptions about the relationships between language-use and intelligence that are not founded in linguistic evidence. Consequently, unjust practices towards specific communities of speakers are perpetuated; in particular, significant forms of systemic oppression---namely, racism---are reinforced, yet masked, in the guise of matters of language difference.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Towards a revolutionary praxis: The ethics of teaching Standardized English.
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520 $a Language discrimination is a socially-tolerated form of institutionalized discrimination affecting American work places, schools, and civic life. The American public, in general, and many English teachers, in particular, make assumptions about the relationships between language-use and intelligence that are not founded in linguistic evidence. Consequently, unjust practices towards specific communities of speakers are perpetuated; in particular, significant forms of systemic oppression---namely, racism---are reinforced, yet masked, in the guise of matters of language difference.
520 $a Despite the diversity of legitimate dialects of English spoken in the United States, standardized English enjoys a privileged position as the home dialect of many powerholding citizens. Because most English teachers approach the privilege of this variety as an unchangeable, natural matter of fact, the practices they advocate in the classroom necessarily reinforce the institutionalization of language discrimination. In particular, the most progressive of composition scholars concerned with valuing students' diverse home dialects nevertheless espouse methods that maintain the centrality of the dialect of power; by arguing that students' home languages should be respected as a bridge to gaining proficiency in standardized English, the privilege of that dialect is re-inscribed.
520 $a In contrast, in this dissertation I draw on the radical work of Brazilian educator Paulo Freire to articulate a theory of education that seeks to engender a process of democratic social change. Unsettling naturalized assumptions about the inevitable privilege of standardized English, I imagine opportunities for teachers and students to participate in the process of creating a society more responsive to linguistic diversity and more open to communication as a reciprocal, mutually accommodating act. Rather than merely identifying strategies for students to survive within existing cultures of literacy, I explore the potential for teachers and students to work towards transforming those cultures. Considering opportunities for both composition classrooms and writing centers, I respond to current scholarship in composition studies by articulating new directions for more ethical practices.
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