From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College

The cultural diversification of colleges and universities which initially targeted the needs of a specific minoritized group raises questions concerning the inclusion of every individual and the maintenance of the advances which have been made for the original population. This paper provides insight...

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Autores principales:	Hannah Göppert, Andrea Springirth
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2016
Materias:	Historically black colleges and universities campus diversification linguistic ideologies racial/ethnic climate inclusion Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/d4e0b6397ae24d9e9c2a8a719af9d026
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spelling	oai:doaj.org-article:d4e0b6397ae24d9e9c2a8a719af9d0262021-11-25T13:21:15ZFrom Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College10.5565/rev/jtl3.6782013-6196https://doaj.org/article/d4e0b6397ae24d9e9c2a8a719af9d0262016-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/678https://doaj.org/toc/2013-6196The cultural diversification of colleges and universities which initially targeted the needs of a specific minoritized group raises questions concerning the inclusion of every individual and the maintenance of the advances which have been made for the original population. This paper provides insight into the challenges and merits at the intersection of linguistic and racial/ethnic diversification within CUNY’s Medgar Evers College. Historically tied to the Black Campus Movement, the college is committed to being an agent of social transformation for the surrounding community. Aiming to understand the perspectives on language and diversity of the key stakeholders at the college, a number of semi-structured interviews were conducted. In terms of linguistic diversity, we found that there is tension between the adherence to the belief in an idealized ‘Standard English’, and the acknowledgement and support of linguistic variation. Regarding the college’s racial and ethnic climate, a perception of exclusion among non-black students of color became evident. Existing concepts as well as promising attitudes and practices among participants indicate some ways that could encourage all students to move from the margins to the center. We suggest that educators, administrators and staff at Medgar Evers should encourage dialogue and cooperation between linguistically and ethnically diverse students, both in and outside the classroom. At the same time the safe and empowering space for black students should remain intact. We also claim that further theorization of the diversification of predominantly non-white institutions is needed. Hannah GöppertAndrea SpringirthUniversitat Autònoma de BarcelonaarticleHistorically black colleges and universitiescampus diversificationlinguistic ideologiesracial/ethnic climateinclusionSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 9, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Historically black colleges and universities campus diversification linguistic ideologies racial/ethnic climate inclusion Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Historically black colleges and universities campus diversification linguistic ideologies racial/ethnic climate inclusion Special aspects of education LC8-6691 Language and Literature P Hannah Göppert Andrea Springirth From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
description	The cultural diversification of colleges and universities which initially targeted the needs of a specific minoritized group raises questions concerning the inclusion of every individual and the maintenance of the advances which have been made for the original population. This paper provides insight into the challenges and merits at the intersection of linguistic and racial/ethnic diversification within CUNY’s Medgar Evers College. Historically tied to the Black Campus Movement, the college is committed to being an agent of social transformation for the surrounding community. Aiming to understand the perspectives on language and diversity of the key stakeholders at the college, a number of semi-structured interviews were conducted. In terms of linguistic diversity, we found that there is tension between the adherence to the belief in an idealized ‘Standard English’, and the acknowledgement and support of linguistic variation. Regarding the college’s racial and ethnic climate, a perception of exclusion among non-black students of color became evident. Existing concepts as well as promising attitudes and practices among participants indicate some ways that could encourage all students to move from the margins to the center. We suggest that educators, administrators and staff at Medgar Evers should encourage dialogue and cooperation between linguistically and ethnically diverse students, both in and outside the classroom. At the same time the safe and empowering space for black students should remain intact. We also claim that further theorization of the diversification of predominantly non-white institutions is needed.
format	article
author	Hannah Göppert Andrea Springirth
author_facet	Hannah Göppert Andrea Springirth
author_sort	Hannah Göppert
title	From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
title_short	From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
title_full	From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
title_fullStr	From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
title_full_unstemmed	From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
title_sort	from marginality to mattering: linguistic practices, pedagogies and diversities at a community-serving senior college
publisher	Universitat Autònoma de Barcelona
publishDate	2016
url	https://doaj.org/article/d4e0b6397ae24d9e9c2a8a719af9d026
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From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College

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