Language, Race, and White Public Space

Hill, Jane H.

doi:10.1525/aa.1998.100.3.680

Cited by 603 publications

(330 citation statements)

References 17 publications

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“…Hill (1999) has given voice to the hegemonic relationship between identity and language as she described the process of ''racializing discourse.'' She claimed that the racializing of discourses can have cultural consequences for young people, as they select discursive practices that reflect perceived cultural affiliation.…”

Section: The Politics Of Public Discoursementioning

confidence: 99%

“It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse

Brown

2005

J Res Sci Teach

173

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This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth-grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 2006

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Section: The Politics Of Public Discoursementioning

confidence: 99%

“It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse

Brown

2005

J Res Sci Teach

173

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“…Hill (1998) argues that racism can be embedded in the speech of white people. Afrikaans was the dominant language used to promote and maintain the apartheid agenda.…”

Section: Race In South Africamentioning

confidence: 99%

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

Alexander

Costandius

2017

Educ. as change

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Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour "human colour" or "skin colour". This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the western Cape, investigated grade 3 learners' attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.

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“…Lo's (1999) examination of a diverse peer group in Los Angeles in which "interethnic interactions are frequent" ( 461) shows how speakers can disagree about the metadiscursive meaning of crossing behavior and sociohistorically embedded language forms, leading to code switching behavior that is not reciprocated. Hill (1998) American Vernacular English produced by a white high school student in California. Because the white student's narrative recalls a longstanding association of blackness with hyperphysical masculinity, it does not break down racial categories but rather upholds them.…”

Section: Language Crossingmentioning

confidence: 99%