Attracting Black students to linguistics through a Black-centered Introduction to Linguistics course: Supplementary materials

Calhoun, Kendra; Hudley, Anne H. Charity; Bucholtz, Mary; Exford, Jazmine; Johnson, Brittney

doi:10.1353/lan.2021.0014

Cited by 1 publication

(1 citation statement)

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“…We are not aware of any accessible materials focused on teaching syntax through decolonising pedagogy but a number of scholars have developed models for other subfields of linguistics which we recommend as resources (Calhoun et al 2021, Namboodiripad 2020, and Sanders 2020. In a webinar for the Linguistic Society of America, Savithry Namboodiripad (2020) notes two key aspects to meaningful application of the principles above to course design: firstly, including minoritized content in all lectures rather than leaving these for one or more dedicated session, and secondly, changing topics and their order from the perceived 'norm' to re-centre peripheralized contexts of language use.…”

Section: Teaching Practices and Pedagogical Approaches: The Classroom...mentioning

confidence: 99%

Towards a decolonial syntax: Research, teaching, publishing

Gibson¹,

Jerro²,

Namboodiripad³

et al. 2023

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In this chapter we argue that syntacticians and the field of syntax have for too long avoided engaging with the colonial legacies and the implicit racist assumptions that have shaped our discipline. We take three key areas which relate to syntax – teaching, research, and citation practices – and explore the ways in which these have been intricately tied up with, or curtailed as a result of, dominant narratives about language, global hierarchies, the idealised ‘native-speaker’ and language as a disembodied object. We present a case study of citation practices in Bantu linguistics where there is an underrepresentation of African scholars in the literature. Beyond the critiques that can be directed at the discipline, as scholars who work in this field, we argue that there can and must be a decolonial syntax. We provide practical steps for action in the form of provocations which we urge scholars to engage with, reflect on, and implement within their praxis.

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Section: Teaching Practices and Pedagogical Approaches: The Classroom...mentioning

confidence: 99%