Inviting Black Language in a High School African American Ethnic Studies Class

• In Event: Reimagining Racialized Language and Literacy Practices and Envisioning Pedagogical Possibilities

Abstract

This study bridges the plight for Black Language equity in schools and ethnic studies education by exploring how the incorporation of Black Language in teaching and learning within a high school African American ethnic studies class affords students the linguistic tools to richly engage in critical learning. Drawing on theoretical perspectives that underscore the need to invite Black Language in classrooms and the ways race and language are tethered, this case study focuses on one Black teacher’s incorporation of Black Language throughout instruction and course texts. Findings show how the linguistic normalcy of Black Language in the classroom encouraged students to utilize the language in critically responding to course content.

Author

• Alice Y. Lee, University of California - Riverside