Antiracist Writing Assessment Ecologies. Asao B. Inoue

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СКАЧАТЬ our bodies. We write with and through our bodies. As teachers when we read and evaluate our students’ writing, we do so through and with our bodies, and we have in our minds a vision of our students as bodies, as much as we have their language in front of us. Who historically has had the privilege to speak and write the most in civic life and in the academy? Whose words have been validated as history, truth, knowledge, story, the most throughout history? White people. Additionally, the material conditions that our students come from and live in affect and shape their bodies, making them who they are, making us who we are as teachers. The material conditions of the classroom, of our students’ lives, as we’ll see in later chapters, greatly determine their languaging and the writing assessment ecology of the classroom. I argue that in most cases writing teachers tend to have very different local histories and material conditions than their students of color and multilingual students, often the common thread is race.

      Allow a few crude examples to help me make the point that race is connected to the judging of English. In the seven years I helped run the first-year writing program at Fresno State, an historically Hispanic Serving Institution where white students are the numerical minority, there have been to my count seven teachers of color teaching in the program total. Every year, we bring in around ten to twelve new teachers, sometimes more. We usually have around 25-30 working teachers at any given time. This means that on average there has been one teacher of color teaching first year writing at any given time. The rest are, for the most part, white, middle class, and female. Given my experiences at three other state universities and a two-year college, these conditions seem to be the norm. A report by the Center for American Progress on “Increasing Teacher Diversity” in public schools in the U.S. cites equally alarming statistics from the National Center for Education Statistics. Racial minority students make up over 40% of students in all schools in the U.S., but only 14.6% of all teachers are Black or Latino/a, and in 40% of public schools there is no teacher of color, not one (Bireda & Chait, 2011, p. 1).

      If the dominant discourse of the academy is taught almost exclusively by white, middle class teachers, then is it possible that such conditions will affect the discourse valued in writing assessments? Is it possible that those who achieve such positions, such credentials, might have achieved them because they can use and favor the dominant discourses? If so, it is no wonder that dominant discourses in schools are closely associated with the white body and whiteness, which makes them associated with race.

      Some might argue that the picture Greenfield and I paint for why any local dominant discourse is valued is inaccurate. My paradigm seems to say that teachers think about race when they judge students’ writing. In one sense, yes. Greenfield and I are saying this. We cannot help it. Gender and race are the first things people identify (or try to) about a person when they meet them. We look, often implicitly and unconsciously, for markers that tell us something about the person so that we can interact with them appropriately. Why would teachers be any different? But at a more fundamental level, Greenfield argues that teachers are simply a part of systemic racism, a structural racism in schools and society that we don’t control, and may not even be fully aware of. The fact that most if not all college writing programs demand that their students produce some dominant discourse, then judge them on their abilities to approximate it, according to Greenfield, is racist, since all dominant discourses are associated closely with white middle- and upper-class racial formations in the U.S.

      But wait, some may argue further that even if this is true, even if structural racism does form the context of any writing course, it doesn’t change the fact that there is a dominant discourse that is the lingua franca of schools, the workplace, and civic society. If you can approximate it, you have more power in those circles. You, in effect, negate the structural racism that may hold you back, keep power and privilege from your grasp. And so, in good writing classrooms, goes the argument, one can honor and respect the languages that all students bring to the classroom, then teach and promote a local SEAE so that those students have a chance at future success. This pedagogy is posed as antiracist, or at least one whose goal is social justice. This kind of argument and pedagogy, says Greenfield, is based on two false assumptions. The first is that these other language varieties, say BEV, are somehow less communicative and cannot do the job needed in the academy or civic life (Greenfield, 2011, p. 49). A simple example will show the flaw in the pedagogy’s logic. Hip hop and rap are mainstream musical genres now, have been for years. Most of the lyrics are based on BEV, yet the music is listen to by people from a wide range of socioeconomic strata and by all racial formations in the U.S. and worldwide. If BEV isn’t as effective in communicating in civic life, how is it that it is so popular, so mainstream? How is it that it connects to so many different kinds of people? How is it that it can tell such compelling stories? Is it that we don’t mind Black people entertaining us (a white mainstream audience), but we don’t want their language tainting the so-called important areas of our life, academics, knowledge making, civic life, law, politics, etc.? Are we just slumming in Harlem when we celebrate the relatively few Black entertainers and sports figures, the few who make it economically, the exceptions, so that we can ignore the multitudes who do not?

      The second false assumption that Greenfield says supports the above pedagogical decisions is that “[p]eople believe falsely that by changing the way people of color speak … others’ racist preconceptions will disappear and the communicative act will be successful” (2011, p. 49). So teach Blacks or Latinos/as to speak and write a dominant discourse and they will have more power and opportunity. They’ll be more communicatively successful. The logic here says that today people aren’t racist toward people, but they may be toward the languages people use. Consider again the hip hop example. If we really did believe that changing the language of people of color would gain them power and opportunity, make them more communicative, then again I ask why are Hip Hop and rap so popular? It’s mainly performed by Blacks in the U.S., although it has become a global genre. Could it be so popular if it wasn’t effectively communicating ideas and narratives?

      We are talking about the exceptions really. The rule is that African-Americans who speak and write BEV are not usually successful in school or civic life. But is it because they are not able to communicate effectively and clearly? According to Greenfield, the answer is no. Referencing several studies that prove the fact, she argues that people really are racist toward people because of the way racialized white bodies historically have been and are closely wedded to local SEAEs. She says:

      Black people are not discriminated against because some speak a variety of Ebonics—rather, I argue, Ebonics is stigmatized because it is spoken primarily by Black people. It is its association with a particular people and history that has compelled people to stigmatize it. Our attitudes toward language, it appears, are often steeped in our assumptions about the bodies of the speakers. We assume an essential connection—language as inherently tied to the body. In other words, language varieties—like people—are subject to racialization. (2011, p. 50)

      What does it mean that Ebonics or Spanglish or some other variety of English is stigmatized already in writing classrooms? The word’s root is “stigma,” which the OED defines as “ a mark made upon the skin by burning with a hot iron (rarely, by cutting or pricking), as a token of infamy or subjection” (Stigmata, 2015). Thus something stigmatized is something already judged, something already in subjection, something lesser. No matter what antiracist motives a teacher may have, including my own motives, we all work within conditions and systems that have branded some languages as less communicative, less articulate, less than the dominant discourse. No matter who we are, we always struggle against antiracist systems in the academy.

      We shouldn’t pretend, however, that any local dominant discourse, BEV, Spanglish, or any variety of multilingual English is monolithic or self-contained, therefore these stigmas are also not categorical. What I mean is that everyone speaks and writes a brand of English that has its nuances, its deviations. For instance, not every African-American student will speak BEV, and not everyone who uses it will use BEV in the same ways that others will use it. V. N. Volosinov (1986) makes this point clear about language generally, arguing that there is no langue, only parole, only language that is in a constant state of flux and change. Vershawn A. Young’s СКАЧАТЬ