Introduction

Condon, Frankie; Young, Vershawn Ashanti

doi:10.37514/atd-b.2016.0933.1.3

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…As antiracists, our education professionals are called to choose every day to think, act, and advocate for equity and equality within their school systems. To do this, they must understand and be able to explain race, racism, and the particular racial formations that develop in and around the classroom (Condon & Young, 2016). At its heart, antiracism is a commitment to individual and collective action as well as engaging in relationship-building beyond one's own racialized identity (Singh, 2019).…”

Section: The Role Of the Antiracist Leadermentioning

confidence: 99%

Critical Cases for Antiracist Leadership: A Contribution to the Movement

Roberts,

Ebejer,

Wong

et al. 2023

Journal of Cases in Educational Leadership

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Monumental social change is often the result of people turning moments into movements. A year of shelter-in-place during the first year of COVID-19 created space for us all to pause, assess, and confront the current state of our country through a collective critical eye. The result has been exposing and identifying injustices inherent in the systems that shape our daily lives-including health care, nutrition, safety, policing, politics, and education. Some of the loudest cries were for educators to remove barriers to equity and opportunity for students and families of color within the educational system (e.g., Sampson et al., 2020;Wong & Mishra, 2021). The American Educational Research Association (AERA) Leadership for Social Justice (LSJ) Special Interest Group (SIG) seized this moment to leverage the combined knowledge and experiences of scholars and practitioners to address these pernicious concerns.The AERA 2021 conference in particular guided our thoughts and planning for this special issue. The conference theme, "Accepting Educational Responsibility," turned a critical eye toward our current period in education history, when "listening, understanding, and reasonably considering the viewpoints of persons beyond one's own political party are skills educators failed to teach those who go on to make consequential policy decisions that affect entire nations." Their critique noted that we are now dealing with the backlash of such lack of preparation. The AERA (2021) then emphasized the need for higher education to:

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Section: The Role Of the Antiracist Leadermentioning

confidence: 99%

Critical Cases for Antiracist Leadership: A Contribution to the Movement

Roberts,

Ebejer,

Wong

et al. 2023

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

show abstract

“…Standard (White) English, it is argued by those that enforce it, is presumed superior in its correctness for communication, is stable, is equally accessible because it is taught in schools, presents a naturalized orientation to the world, is the only language that is neutral and objective, and leaves the impression that the speaker/writer is rational, self‐conscious, and self‐controlled in their message (Davilla, 2016; Inoue, 2019). We label use of any other dialect in our speech and writing is not professional or collolquial, but “not professional” is simply code for not sounding middle class and White (Condon & Young, 2017).…”

Section: The Myth Of a Standardized Englishmentioning

confidence: 99%

“…Critical race theory acknowledges there is a pluriverse of types of coloniality and ways of knowing operating in society (Cushman et al, 2021; Jones & Medina, 2021; Poe, 2022). The kind of racism being explored when we talk about language and race is dysconscious racism—a type of racism that unquestionably accepts White norms and privileges and uses those norms to justify continued inequity and exploitation by accepting the existing order of the world (Condon & Young, 2017). There are three main areas that are the focus of this exploration of language as a proxy for race for which racism and power structures are unavoidably part of the discussion.…”

Section: Introductionmentioning

confidence: 99%

Language as a proxy for race: Language and literacy and the nursing profession

Mitchell

2023

Nursing Inquiry

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Defining a nurse as literate is disciplinary and contextual, linked to professional identity formation, and an issue impacting patient safety. Literacy and language proficiency are concepts assessed through examining skills in four pillars: reading, writing, speaking, and listening. This article explores how literacy is not only a practice issue but inextricably intertwined with issues of race, equity, diversity, and inclusiveness in our profession—both in regulatory policy and classroom pedagogy. In making the argument that language is a proxy for race, three cases of language and literacy will be presented. First, the deficit discourse of multilingual student struggle is stereotyped to the presence or absence of an accent, with multilingual student needs often treated homogeneously in disregard of population heterogenous abilities. Second, regulatory policies for language testing internationally educated nurses are discriminatory with testing context bearing little relationship to the language needs of nursing practice. Third, that the myth of “one standard English” results in racist evaluation practices of student academic performance. Recommendations are made for reframing how language and literacy are viewed in nursing education and regulation of practice with a focus on acknowledgment of one's personal relationship to racial issues and emphasizing the need for a change in mindset toward racialized multilingual students and writers.

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Introduction

Cited by 2 publications

References 4 publications

Critical Cases for Antiracist Leadership: A Contribution to the Movement

Critical Cases for Antiracist Leadership: A Contribution to the Movement

Language as a proxy for race: Language and literacy and the nursing profession

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