<i>Mogadishu on the Mississippi: Language, racialized identity, and education in a new land</i>, by Bigelow, M.

Shirdon, Sirad

doi:10.1080/15348458.2014.864217

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…It is important to reiterate that we reject the rigid racialization of Black peoples that excludes certain Africans and their descendants as non‐citizens or non‐humans in a US context (Gilroy, 1993). We instead opt for an intercultural positionality recognizing that African (im)migrants in North America become Black over time and are thereby subjected to similar treatment as African Americans in Western school systems (Bigelow, 2010; Ibrahim, 1999). It is our assertion, therefore, that as a language field focused on the world , we should be at the helm of the educational fight to teach the truth, particularly as it pertains to representations of Blackness across language studies.…”

Section: The Proposalmentioning

confidence: 99%

World languages for Black Linguistic Reparations

Austin,

Anya

2024

Foreign Language Annals

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This conceptual work highlights the history of Black erasure throughout the existence of world languages (WLs) as a field of study in the United States. It outlines the unique challenges faced by African descended learners who have and continue to pursue WL study in US classrooms. These include but are not limited to reduced local funding and programmatic expectations due to the remnants of anti‐Black educational policies, monolingual and imperial language ideologies prevalent in texts and pedagogical approaches, and generations of segregation in and outside of schools. Finally, this work proposes WLs serve as a site of Black Linguistic Reparations through, (1) the redistribution of resources in the field, (2) the repair of enacted WL teaching to meet the calls of ACTFL's standards for preparing students for communication in a pluralistic society, and (3) a recreation of the “world” as narrated through a global, rather than a white Western lens.

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Section: The Proposalmentioning

confidence: 99%

World languages for Black Linguistic Reparations

Austin,

Anya

2024

Foreign Language Annals

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“…Within the broader context of identities and language learning, Bigelow's (2007Bigelow's ( , 2008Bigelow's ( , 2010 extensive research with Somali students in Minnesota is the major body of work exploring Muslim experiences from an applied linguistics perspective. This important work contextualizes language learning within a broader community and wider sociopolitical experience, where discrimination at the intersection of religion, race, and gender exert a powerful influence.…”

Section: Islamophobia and Eltmentioning

confidence: 99%

“…The informants’ Somali identity, as both Muslim and Black, was highly stigmatized within schools and the wider society, and at times they reported conflict with teachers, fellow students, police, and other racial groups. Bigelow’s work highlights how articulating the experience of such marginalized groups can “create, grow, and complicate understandings … in ways that can inform educational practice, research and public policy” (Bigelow, 2010, p. 56).…”

Section: Introductionmentioning

confidence: 99%

‘Because you’re all covered up’: Islamophobia in the ELT Classroom

Yaghi

Ryan

2022

TESOL Quarterly

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Applied linguists have increasingly focused on how the lives of English language teachers and learners are shaped by race and its intersections with other marginalized identities (e.g. Von Esch et al, 2020). Curiously overlooked, however, are the experiences of one particularly stigmatized group in English‐majority countries: Muslim women veiled in niqab or hijab. In a global climate wary of displays of Muslim identity, such women are particularly visible, misunderstood and disproportionately targeted. The present study explored ESL classroom‐based experiences of Islamophobia in the stories of twelve Saudi women sojourning in New Zealand. Presented here are stories related to encounters with classmates that were perceived by the women to be hostile or discriminatory. Analysis included a focus on recurring features of interactional conduct, which were interpreted as expressions of underlying discourses and ideologies. Among other findings, the women reported condescending interrogations of their lives and Muslim identities, with appeals to discourses such as that of ‘imperiled Muslim women’. Also reported were incidents of verbal aggression, whether bald or masked as ‘joking’. While arguing for tolerance, the authors urge the importance of recognizing, monitoring and addressing classroom‐based Islamophobia.

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Mogadishu on the Mississippi: Language, racialized identity, and education in a new land, by Bigelow, M.

Cited by 2 publications

References 1 publication

World languages for Black Linguistic Reparations

World languages for Black Linguistic Reparations

‘Because you’re all covered up’: Islamophobia in the ELT Classroom

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