Abstract
This chapter will explore, question, and critique linguistic diversity, in general, and English, specifically, concerning lived Black experiences. The authors recognize linguistic diversity as acknowledging and accepting the many language varieties people hold and bring with them in the spaces they enter. By understanding this concept, they aim to provide a deeper perspective into how Black male educators in higher education face challenges regarding linguistic diversity. The experiences are often overshadowed by linguistic hegemony that is rooted in white supremacy, so they aim to provide a deeper understanding of the experiences of Black male educators to promote linguistic liberation. This chapter will explore the experiences of both Black male professionals and illuminate the challenges and opportunities faced in relation to linguistic diversity from their personal narratives. They aim to share the importance and value of creating Black space within whiteness to share linguistic backgrounds and stories.
TopLaying The Foundation For Linguistic Agency
As higher education professionals, we, Dr. Antione Tomlin (Professor) and Mr. Lavon Davis (Student Affairs Practitioner) often struggle with when it is appropriate to flex our autonomy related to linguistic agency. Higher education is still a majority white space that values white culture. As Black men, we recognize this way of being and strategically and intentionally push back on linguistic hegemony rooted in white supremacy. Banks (2007) emphasized that we must talk about culture in every way to avoid “cultural misunderstandings, conflicts, and institutionalized discrimination” that can occur when linguistic differences are misinterpreted (p. 7). This chapter seeks to explore some of the elements of what Banks (2007) suggested. We will talk about culture, as it is directly connected to our African American English and the ways we have learned to use it. In that, we hope to shed light on issues that we have experienced or have seen happen that perpetuate a culture of institutionalized discrimination.
This chapter explores our experiences as two Black male higher education professionals and illuminates the challenges and opportunities that are faced in relation to linguistic diversity from our personal narratives. Our aim is to share the importance and value of creating Black space within whiteness to share our linguistic backgrounds and stories. First, we open the chapter by sharing our individual narratives and experiences with denying and reclaiming our linguistic agency. Then we offer major takeaways and recommendations for practice/supporting linguistic freedom and valuing all English varieties. Finally, we conclude with standing in our Blackness unapologetically.
Key Terms in this Chapter
Diction: Vocal expression.
Liberation: A movement seeking equal rights and status for a group.
African American English: A variety of American English spoken chiefly by African Americans.
Vernacular: Using a language or dialect native to a region or country rather than a literary, cultured, or foreign language.
Dialect: A regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language.
Marginalized: Relegated to a marginal position within a society or group.
Variety: The quality or state of having different forms or types.