Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life.
Linguistic Justice
Black Language, Literacy, Identity, and Pedagogy
Dr. April Baker-Bell
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“ T H U G L I F E ”
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"The "D" came through and showed out in this book! The Detroit youth who are at the center of this study show us just how critical Black youth are to the linguistic inventions and thereby the new world views that we all experience through them. April Baker-Bell offers us the theoretical and pedagogical principles that will give back to Black youth the knowledge of who they linguistically/ideologically are. She is ushering in a new program and thought system for Black Language and Liberation for the 21st century, brilliantly reminding us of the ways that the struggles for and triumphs of Black Freedom have always been expressed within the deeply embedded philosophies of Black Language. Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy is timely, unique, and critical…. a book that teachers, students, and anyone interested in Black Language will want in their hands."
— Carmen Kynard, Texas Christian University, USA
"At long last, this is the book we have all been waiting for…. The book’s transformative lesson plans and inquiry-based teaching-learning experiences have been tested in the crucible of real-world classrooms on both high school and college levels."
— Geneva Smitherman, Michigan State University, USA