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Linguistic imperialism: countering anti Black racism in world language teacher preparation

Linguistic imperialism: countering anti Black racism in world language teacher preparation This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs).Design/methodology/approachThis qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course.FindingsFindings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as facilitated through a differentiated environment in which PSTs had access both to the instructor and to one another’s critical feedback.Originality/valueLinguicism through antiBlack linguistic racism, native speakerism, idealized whiteness and other constructs has been demonstrated to decrease Black and minoritized participation in language teaching. What has yet to be addressed is this same pushout from an inclusive Black diasporic approach to WL teacher preparation. This study highlights nationalism, ableism, accentism, racism, anti-immigrant sentiments and racial stereotypes as different entry points to understanding antiBlackness within WL teacher preparation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Linguistic imperialism: countering anti Black racism in world language teacher preparation

Journal for Multicultural Education , Volume 16 (3): 13 – Jun 23, 2022

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References (44)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-12-2021-0234
Publisher site
See Article on Publisher Site

Abstract

This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs).Design/methodology/approachThis qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course.FindingsFindings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as facilitated through a differentiated environment in which PSTs had access both to the instructor and to one another’s critical feedback.Originality/valueLinguicism through antiBlack linguistic racism, native speakerism, idealized whiteness and other constructs has been demonstrated to decrease Black and minoritized participation in language teaching. What has yet to be addressed is this same pushout from an inclusive Black diasporic approach to WL teacher preparation. This study highlights nationalism, ableism, accentism, racism, anti-immigrant sentiments and racial stereotypes as different entry points to understanding antiBlackness within WL teacher preparation.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Jun 23, 2022

Keywords: Education; Language; Equity; Race; Pedagogy; Critical; World languages; Teacher education; AntiBlackness; Engaged pedagogy; Linguistic justice; Raciolinguistics; Antiracism

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