This book traces raciolinguistic ideologies in England’s schools, focusing on post- 2010 policy reforms which frame the language practices of low-income, racialised speakers as limited and deficient. Across interviews, policy mechanisms and classroom observations, the author shows how raciolinguistic ideologies are rooted in British colonial logics which continue to shape contemporary education policy. He shows how these policies require marginalised speakers to modify their speech patterns in line with normative standards of whiteness under new guises of social justice and research robustness. Finally, new visions for language education and linguistic justice are offered, demonstrating how teachers can see themselves as language activists to identify, resist and reject faults in a hostile and oppressive policy architecture. This book draws on fields including critical language policy, educational sociolinguistics, genealogy, raciolinguistics and critical language awareness.
Author(s): Ian Cushing
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 270
City: Cham
Foreword for Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools
References
Acknowledgements
Contents
About the Author
List of Figures
List of Tables
1: The Durability of Language Ideologies
Banned Words
Post-2010 Policy Landscape and Long Histories of Linguistic Racism
Raciolinguistic Positions
Theoretical Anchor Points
Interlocking Structures of Linguistic Inequality
Structure of This Book
References
2: Language Policy: From Ideology to Inequality
Language Policy and the Fabrics of Power
Mechanisms and Dense Webs of Policy
Language Ideology Within Policy
From Ideology to Inequality
Standard Language Category Making
Destandardising Standards
Raciolinguistic Ideologies and the White Listening Subject
Schools, Standards and the Naturalisation of Language Ideologies
Schools, Standards and Linguistic Suppression
Surveillance in Schools
Sonic Surveillance
Panlinguistic Surveillance
Language Ideology Webs
Summary
References
3: Tracing Language Ideologies
Doing Messy Language Policy Research
A Genealogy of Standard Language and Raciolinguistic Ideologies
Layers, Rhizomes and Policy Power
Strands of Data
‘National’ Level
‘Local’ Level
‘Individual’ Level
New Urban Academy
Archival Work
Summary
References
4: State-Level Mechanisms of Sonic Surveillance
Raciolinguistic Foundations
‘Raising Standards’ and Curriculum ‘Reform’
Urban Decline, Educational Failure and Criminalised Speech
Policy Mechanisms of the State Listening Subject
A ‘Knowledge Curriculum’
Language and Discipline in Curriculum 2014
Language Ideologies and Curriculum 2014
Glossing Standardised English
Mechanisms of Standard Language Assessment
Emergence of the Tests
Standardising Language, Standardising Teachers
Sonic Inspection and the White Ears of the Inspectorate
Raciolinguistic Ideologies and the Foundational Work of the Inspectorate
Ofsted, Sonic Surveillance and Post-2010 Reforms
The Sonic Surveillance of Teachers
The Sonic Surveillance of Students
Dense Webs of Sonic Surveillance
Summary
References
5: Doing and Living Language Policy in Schools
Language Ideologies in Policy and Teachers as Policy Makers
Language Ideologies and Intertextuality
Persistent Offenders
Appropriateness and Elitism
Punishing Words: Modelling, Correcting and Policing
Sonic Surveillance in the School
Public Shaming and Systems of Sonic Surveillance
A ‘Quiet Word’: Sonic Surveillance on the Sly
Phono(un)aesthetics and Raciolinguistic Cacophony
Looking Good, Sounding Right
Looking Good, Sounding White
Double Standards, Language Policies for the Body and Embodied Gentrification
Raciolinguistic Resistance
Summary
References
6: Bad Behaviour, Bad Bodies, Bad Language
Discipline and Parlance
Language, Law and Order
Discipline and Language in New Urban Academy
Filling Gaps and Plugging Holes
‘Champion Teachers’ and a Language Policy for Control
SLANTing, SPEAKing and Language Policing
Enacting Sonic Surveillance
Language as a Sorting Mechanism
Academic Language and the Making of ‘Scholars’
Summary
References
7: Raciolinguistic (Re)Resistance and Building Alternative Worlds
Raciolinguistic Resistance and New Ways of Listening
Agitate, Educate, Organise
Figures of Resistance
Teachers as Policy Agents: Narratives of Raciolinguistic Resistance
Resisting Raciolinguistic Segregation
Teachers as Activists
Raciolinguistic Literacies
Raciolinguistic Literacies in Action
Literature and Building Alternative Worlds
Kelly Yang’s Front Desk
Normalisation and Internalisation of Raciolinguistic Ideologies
Interrogating the White Listening Subject
Institutions and Intersections
Summary
References
8: Conclusions: Standards, Stigma, Surveillance
Language, Power and (in)Equality
Standardised English and the Sonic Encoding of White Supremacy
Language Policing as a Structure: Systems of Perpetual Surveillance
Futures of Raciolinguistic Resistance
References
Index
