The TESOL Encyclopedia of English Language Teaching, 2018
Framing the Issue Multilingual practices and linguistic diversity have been accelerated through c... more Framing the Issue Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and are becoming key features in current globalized contexts. As a result, there has been growing recognition of the presence of an increasing number of linguistically and culturally diverse student populations in formerly predominantly monolingual classrooms and schools. Transnational communicative practices are becoming more prevalent; in these practices students draw upon funds of knowledge, identities, and social relations constructed through their own experiences of cross-cultural interconnections and cross-national mobility. Thus today's late modern classrooms feature multiple interactions that are much more dynamic than conventional modern classrooms, which are often grounded in one or more standard language(s). Increasing multilingual practices and linguistic diversity has challenged the conventional view of language and communicative competence. Unlike in the traditional approach, which is static and based on psycholinguistics, multilingual practices are considered relevant to the language users' sociolinguistic factors. Transnational students' communicative competence is taken to be fluid and dynamic in relation to their transnational trajectories and sociocultural backgrounds. Multilingual practices, like code-switching and code-mixing, are indicative of the fluidity and dynamism of their communicative repertoire in light of their situated-ness. Such practices destabilize conventional language boundaries. Transnational students engage in situated practices that transcend geographical, cultural, and linguistic boundaries. They expand their communicative potential by appropriating the available resources and skills. For multilingual speakers, communication cannot be reduced to individual capacity. Rather it is a particular environment that enables or disables individuals' communicative potential to be appropriately realized. Multilingual practices in diasporic globalized contexts prompt us to rethink conventional views of linguistic and communicative competence. Schools provide
The work illuminates the limits of variationist sociolinguistics with regard to socially just lit... more The work illuminates the limits of variationist sociolinguistics with regard to socially just literacy education for speakers of African American Vernacular English (AAVE). I do this by tracing the shift in the oeuvre of the work of Dr. William Labov, the father of variationist sociolinguistics, whose seminal scholarship (Language in the Inner City: Studies in the Black English Vernacular, U of Penn, 1972) established the legitimacy, systematicity, and integrity of AAVE, to his current position (“Un-endangered Dialect, Endangered People: The Case of African American Vernacular English, “Transforming Anthropology, 2010) that the language must be obliterated to rescue its speakers from social disenfranchisement.
Purpose The purpose of this paper is to mine Black mothers’ stories to highlight the critical lit... more Purpose The purpose of this paper is to mine Black mothers’ stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them. Design/methodology/approach To generate a mother’s narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general? Findings The author found that the mother’s narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother’s experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal ca...
This special issue emerges from an interest in the globalization of hip-hop literacies and Black ... more This special issue emerges from an interest in the globalization of hip-hop literacies and Black popular culture. By hip-hop literacies, we mean cultural practices forged from existing African ideologies and practices developed, encountered, and/or appropriated by Afro-American diasporic youth in their struggle to make their lives better in the face of civic abandonment and oppressive living conditions in the Bronx, New York in the mid1970s (Richardson, 2006). Hip-hop and Black popular culture are central to global youth culture. An artistic, social, and cultural movement, it is diverse and reflects the local histories, cultures and concerns of its worldwide practitioners, while adhering to hip-hop’s ideological and aesthetic imperatives. Global hip-hop has emerged from the ‘collision and collusion between two powerful globally pervasive forces; transnational media and capital and African American popular culture that remains steeped in Africanist expressive modes’ (Osumare, 2007, pp. 2–3). Hip-hop is a powerful force, a ‘lingua franca for popular and political youth culture around the world’ (Morgan & Bennett, 2011, p. 179). Its cultural codes, such as making something from nothing, being authentic, leaving one’s mark on the world, having aspirations, having self-confidence, being relevant and, most of all, being cool are drawn upon to sell brands and have been used to ‘[re-write] the rules of the new economy’ (Stoute, 2011, p. 19). Brand marketing extraordinaire Steve Stoute has termed this ‘global tanning’, a state of mind, an attitude, a mental complexion. What tanning promotes both here and abroad all tangled up in Black popular culture is the ‘American dream,’ or ‘the good life,’myths that have helped to promote individualism, civic abandonment, inequality and maintenance of the status quo that have been assailed by Black political activists and other progressives for generations. A hopeful aspect of hip-hop culture is the possibilities offered through global technology. Watkins (1998, pp. 702–703) points out one such possibility – new collective identities:
Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appro... more Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appropriate images, patterns, and words from the social activities in which we have participated. Race, gender, sexuality, age, education, class are among aspects of identity ( ...
This work draws upon Hiphop feminism, studies of Black girlhood, and Black women and girls' liter... more This work draws upon Hiphop feminism, studies of Black girlhood, and Black women and girls' literacies to illuminate the layered and violent narratives that shape society's treatment of Black women and girls, what these narratives look like in everyday life, how they are taken up and negotiated in different social spheres, such as an after school club for Black middle school girls and the platforms and artistry of women Hiphop artists and creatives. Richardson considers what activism is possible through juxtaposing Black girls as emerging creatives, celebrity corporate artist activists Nicki Minaj and Cardi B, independent activist artists such as Noname and dream hampton. Given the far-reaching representations of Black women and girls in popular culture, the art, lives and platforms of women in Hiphop are critical sites to understanding complexities, strategies and possibilities for social change.
This introduction aims to shine light on the work that abounds in the midst of the twin pandemics... more This introduction aims to shine light on the work that abounds in the midst of the twin pandemics by scholars, educators, activists and artists. Hiphop is the people. There’s power in the people. Critical social justice possibilities in Hiphop literacies is about possibilities in people. As educators, we cannot best serve those we do not love. Love is critical. In that spirit, we proudly present the four articles that comprise this special issue.
Purpose-The purpose of this paper is to mine Black mothers' stories to highlight the critical lit... more Purpose-The purpose of this paper is to mine Black mothers' stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them. Design/methodology/approach-To generate a mother's narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general? Findings-The author found that the mother's narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother's experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal capitalism, through the privatization of public goods and the lack of adequate social services penalizes Black working mothers and obstructs their ability to mother their children adequately. Research limitations/implications-Critical literacies of Black motherhood and girlhood should be harnessed for holistic approaches to the literacy education of Black girls, with a focus on improving their life outcomes, enhancing potential for them to realize their gifts, and ending the many forms of violence against them. Originality/value-Centering the voices of Black mothers as critical literacy education has the potential to thwart oppressive reproductive politics and practices and promote social justice.
The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, 2018
Transnational students' language use deserves careful consideration for the ways in which it push... more Transnational students' language use deserves careful consideration for the ways in which it pushes the profession to rethink underlying ideas about linguistic and cultural diversity, language teaching and learning, education, and social justice. Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and become key features in current globalized contexts. In recognition of the multiplicity and dynamic nature of transnational students' discursive practice, this entry considers the theoretical and pedagogical reorientation to language diversity in language teaching and moves toward appreciating multilingual speakers' communicative repertories and funds of knowledge.
... Ernest Morrell (2008) New York & London: Routledge. pp. 256 ISBN 9780-80585... more ... Ernest Morrell (2008) New York & London: Routledge. pp. 256 ISBN 9780-80585664 4 (9780805856644). Elaine Richardson. Full Text: PDF. Equinox Publishing Ltd, Unit S3, Kelham House, 3 Lancaster Street, Sheffield, S3 8AF, UK.
The TESOL Encyclopedia of English Language Teaching, 2018
Framing the Issue Multilingual practices and linguistic diversity have been accelerated through c... more Framing the Issue Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and are becoming key features in current globalized contexts. As a result, there has been growing recognition of the presence of an increasing number of linguistically and culturally diverse student populations in formerly predominantly monolingual classrooms and schools. Transnational communicative practices are becoming more prevalent; in these practices students draw upon funds of knowledge, identities, and social relations constructed through their own experiences of cross-cultural interconnections and cross-national mobility. Thus today's late modern classrooms feature multiple interactions that are much more dynamic than conventional modern classrooms, which are often grounded in one or more standard language(s). Increasing multilingual practices and linguistic diversity has challenged the conventional view of language and communicative competence. Unlike in the traditional approach, which is static and based on psycholinguistics, multilingual practices are considered relevant to the language users' sociolinguistic factors. Transnational students' communicative competence is taken to be fluid and dynamic in relation to their transnational trajectories and sociocultural backgrounds. Multilingual practices, like code-switching and code-mixing, are indicative of the fluidity and dynamism of their communicative repertoire in light of their situated-ness. Such practices destabilize conventional language boundaries. Transnational students engage in situated practices that transcend geographical, cultural, and linguistic boundaries. They expand their communicative potential by appropriating the available resources and skills. For multilingual speakers, communication cannot be reduced to individual capacity. Rather it is a particular environment that enables or disables individuals' communicative potential to be appropriately realized. Multilingual practices in diasporic globalized contexts prompt us to rethink conventional views of linguistic and communicative competence. Schools provide
The work illuminates the limits of variationist sociolinguistics with regard to socially just lit... more The work illuminates the limits of variationist sociolinguistics with regard to socially just literacy education for speakers of African American Vernacular English (AAVE). I do this by tracing the shift in the oeuvre of the work of Dr. William Labov, the father of variationist sociolinguistics, whose seminal scholarship (Language in the Inner City: Studies in the Black English Vernacular, U of Penn, 1972) established the legitimacy, systematicity, and integrity of AAVE, to his current position (“Un-endangered Dialect, Endangered People: The Case of African American Vernacular English, “Transforming Anthropology, 2010) that the language must be obliterated to rescue its speakers from social disenfranchisement.
Purpose The purpose of this paper is to mine Black mothers’ stories to highlight the critical lit... more Purpose The purpose of this paper is to mine Black mothers’ stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them. Design/methodology/approach To generate a mother’s narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general? Findings The author found that the mother’s narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother’s experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal ca...
This special issue emerges from an interest in the globalization of hip-hop literacies and Black ... more This special issue emerges from an interest in the globalization of hip-hop literacies and Black popular culture. By hip-hop literacies, we mean cultural practices forged from existing African ideologies and practices developed, encountered, and/or appropriated by Afro-American diasporic youth in their struggle to make their lives better in the face of civic abandonment and oppressive living conditions in the Bronx, New York in the mid1970s (Richardson, 2006). Hip-hop and Black popular culture are central to global youth culture. An artistic, social, and cultural movement, it is diverse and reflects the local histories, cultures and concerns of its worldwide practitioners, while adhering to hip-hop’s ideological and aesthetic imperatives. Global hip-hop has emerged from the ‘collision and collusion between two powerful globally pervasive forces; transnational media and capital and African American popular culture that remains steeped in Africanist expressive modes’ (Osumare, 2007, pp. 2–3). Hip-hop is a powerful force, a ‘lingua franca for popular and political youth culture around the world’ (Morgan & Bennett, 2011, p. 179). Its cultural codes, such as making something from nothing, being authentic, leaving one’s mark on the world, having aspirations, having self-confidence, being relevant and, most of all, being cool are drawn upon to sell brands and have been used to ‘[re-write] the rules of the new economy’ (Stoute, 2011, p. 19). Brand marketing extraordinaire Steve Stoute has termed this ‘global tanning’, a state of mind, an attitude, a mental complexion. What tanning promotes both here and abroad all tangled up in Black popular culture is the ‘American dream,’ or ‘the good life,’myths that have helped to promote individualism, civic abandonment, inequality and maintenance of the status quo that have been assailed by Black political activists and other progressives for generations. A hopeful aspect of hip-hop culture is the possibilities offered through global technology. Watkins (1998, pp. 702–703) points out one such possibility – new collective identities:
Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appro... more Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appropriate images, patterns, and words from the social activities in which we have participated. Race, gender, sexuality, age, education, class are among aspects of identity ( ...
This work draws upon Hiphop feminism, studies of Black girlhood, and Black women and girls' liter... more This work draws upon Hiphop feminism, studies of Black girlhood, and Black women and girls' literacies to illuminate the layered and violent narratives that shape society's treatment of Black women and girls, what these narratives look like in everyday life, how they are taken up and negotiated in different social spheres, such as an after school club for Black middle school girls and the platforms and artistry of women Hiphop artists and creatives. Richardson considers what activism is possible through juxtaposing Black girls as emerging creatives, celebrity corporate artist activists Nicki Minaj and Cardi B, independent activist artists such as Noname and dream hampton. Given the far-reaching representations of Black women and girls in popular culture, the art, lives and platforms of women in Hiphop are critical sites to understanding complexities, strategies and possibilities for social change.
This introduction aims to shine light on the work that abounds in the midst of the twin pandemics... more This introduction aims to shine light on the work that abounds in the midst of the twin pandemics by scholars, educators, activists and artists. Hiphop is the people. There’s power in the people. Critical social justice possibilities in Hiphop literacies is about possibilities in people. As educators, we cannot best serve those we do not love. Love is critical. In that spirit, we proudly present the four articles that comprise this special issue.
Purpose-The purpose of this paper is to mine Black mothers' stories to highlight the critical lit... more Purpose-The purpose of this paper is to mine Black mothers' stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them. Design/methodology/approach-To generate a mother's narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general? Findings-The author found that the mother's narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother's experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal capitalism, through the privatization of public goods and the lack of adequate social services penalizes Black working mothers and obstructs their ability to mother their children adequately. Research limitations/implications-Critical literacies of Black motherhood and girlhood should be harnessed for holistic approaches to the literacy education of Black girls, with a focus on improving their life outcomes, enhancing potential for them to realize their gifts, and ending the many forms of violence against them. Originality/value-Centering the voices of Black mothers as critical literacy education has the potential to thwart oppressive reproductive politics and practices and promote social justice.
The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, 2018
Transnational students' language use deserves careful consideration for the ways in which it push... more Transnational students' language use deserves careful consideration for the ways in which it pushes the profession to rethink underlying ideas about linguistic and cultural diversity, language teaching and learning, education, and social justice. Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and become key features in current globalized contexts. In recognition of the multiplicity and dynamic nature of transnational students' discursive practice, this entry considers the theoretical and pedagogical reorientation to language diversity in language teaching and moves toward appreciating multilingual speakers' communicative repertories and funds of knowledge.
... Ernest Morrell (2008) New York & London: Routledge. pp. 256 ISBN 9780-80585... more ... Ernest Morrell (2008) New York & London: Routledge. pp. 256 ISBN 9780-80585664 4 (9780805856644). Elaine Richardson. Full Text: PDF. Equinox Publishing Ltd, Unit S3, Kelham House, 3 Lancaster Street, Sheffield, S3 8AF, UK.
Home Girls Make Some Noise: Hip Hop Feminist Anthology seeks to complicate understandings of Hip-... more Home Girls Make Some Noise: Hip Hop Feminist Anthology seeks to complicate understandings of Hip-Hop as a male space by including and identifying the women who were always involved with the culture. The anthology explores Hip-Hop as a worldview, as an epistemology grounded in the experiences of communities of color under advanced capitalism, as a cultural site for rearticulating identity and sexual politics. With critical essays, cultural critiques, interviews, personal narratives, fiction, poetry, and artwork. The contributors are varied, from women working within the Hip-Hop sphere, Hip-Hop feminists and activists "on the ground," as well as scholars, writers, and journalists.
This paper examines the language, literacies, communicative, and rhetorical practices of the Blac... more This paper examines the language, literacies, communicative, and rhetorical practices of the Black Lives Matter (BLM) movement. The work pays attention to the communication practices of the BLM and Hip Hop generation in its extension of Black and African American language traditions and prior liberation movements in their unapologetic performance of Black chants, Black grammar, phonology, vocabulary, Black fashion and music, to die-ins, hands-up, and the technologization of the movement through social media, Black Twitter, hashtags, and memes. The language and literacies of the Black Lives Matter movement represent diverse identities within Black community, vernacular associated with various economic and educational classes, diaspora, culturally rooted, Hip Hop generations, cis-gendered women, men, as well as LGBTQ and gender non-conforming. In this way, the language and literacies of BLM promote the value of ALL Black lives.
Framing the Issue Multilingual practices and linguistic diversity have been accelerated through c... more Framing the Issue Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and are becoming key features in current globalized contexts. As a result, there has been growing recognition of the presence of an increasing number of linguistically and culturally diverse student populations in formerly predominantly monolingual classrooms and schools. Transnational communicative practices are becoming more prevalent; in these practices students draw upon funds of knowledge, identities, and social relations constructed through their own experiences of cross-cultural interconnections and cross-national mobility. Thus today's late modern classrooms feature multiple interactions that are much more dynamic than conventional modern classrooms, which are often grounded in one or more standard language(s). Increasing multilingual practices and linguistic diversity has challenged the conventional view of language and communicative competence. Unlike in the traditional approach, which is static and based on psycholinguistics, multilingual practices are considered relevant to the language users' sociolinguistic factors. Transnational students' communicative competence is taken to be fluid and dynamic in relation to their transnational trajectories and sociocultural backgrounds. Multilingual practices, like code-switching and code-mixing, are indicative of the fluidity and dynamism of their communicative repertoire in light of their situated-ness. Such practices destabilize conventional language boundaries. Transnational students engage in situated practices that transcend geographical, cultural, and linguistic boundaries. They expand their communicative potential by appropriating the available resources and skills. For multilingual speakers, communication cannot be reduced to individual capacity. Rather it is a particular environment that enables or disables individuals' communicative potential to be appropriately realized. Multilingual practices in diasporic globalized contexts prompt us to rethink conventional views of linguistic and communicative competence. Schools provide
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