Feeling Itbrings together twelve chapters from researchers in Chicanx studies, education, feminist studies, linguistics, and translation studies to offer a cohesive yet broad-ranging exploration of the issue of affect in the language and learning experiences of Latinx youth. Drawing on data from an innovative social justice-oriented university-community partnership based in young people's social agency and their linguistic and cultural expertise, the contributors are unified by their focus on a single year in the history of this partnership; their analytic focus on race, language, and affect in educational contexts; and their shared commitment to ethnography, discourse analysis, and qualitative methods, informed by participatory and social justice paradigms for research with youth of color.
Designed specifically for use in courses, with theoretical framing by the co-editors and ethnographic contributions from leading and emergent scholars, this book is an important and timely resource on affect, race, and social justice in the United States. Thanks to its interdisciplinary grounding,Feeling Itwill be of interest to future teachers and to researchers and students in applied linguistics, education, and Latinx studies, as well as related fields such as anthropology, communication, social psychology, and sociology.
Author(s): Mary Bucholtz
Edition: Paperback
Publisher: Routledge
Year: 2018
Language: English
Pages: 278
Title......Page 4
Copyright......Page 5
Dedication......Page 7
Contents......Page 8
List of Figures and Tables......Page 11
Acknowledgments......Page 14
About the Editors......Page 18
List of Contributors......Page 20
1 You Feel Me?: Language and Youth Affective Agency in a Racializing World......Page 24
Part 1 Teaching, Learning, and the Affective Challenges of Social Justice......Page 63
2 “Just” Emotions: The Politics of Racialized and Gendered Affect in a Graduate Sociolinguistic Justice Classroom......Page 64
3 Joint Creation: The Art of Accompaniment in the Language Beliefs of Transformative Teachers......Page 92
4 Sounding White and Boring: Race, Identity, and Youth Freedom in an After-School Program......Page 127
Part 2 Ideologies of Race and Language in the Lives of Youth......Page 153
5 “There’s No Such Thing as Bad Language, but …”: Colorblindness and Teachers’ Ideologies of Linguistic Appropriateness......Page 154
6 “I Feel Like Really Racist for Laughing”: White Laughter and White Public Space in a Multiracial Classroom......Page 186
7 “You Don’t Look Like You Speak English”: Raciolinguistic Profiling and Latinx Youth Agency......Page 219
8 The Complexities in Seguir Avanzando: Incongruences Between the Linguistic Ideologies of Students and Their Familias......Page 248
Part 3 Youth as Affective Agents......Page 273
9 Keeping Grandpa’s Stories and Grandma’s Recipes Alive: Exploring Family Language Policy in an Academic Preparation Program......Page 274
10 “Without Me, That Wouldn’t Be Possible”: Affect in Latinx Youth Discussions of Language Brokering......Page 299
11 “To Find the Right Words”: Bilingual Students’ Reflections on Translation and Translatability......Page 338
12 Co-Constructing Academic Concepts in Hybrid Learning Spaces: Latinx Students’ Navigation of “Communities of Practice”......Page 372
13 After Affects......Page 403
Index......Page 427
