[Edling] Call for abstracts--please share widely

[jamie l. schissel via Edling]

CALL FOR ABSTRACTS



*The Endowed Power of Academic Language: Peeling the Entanglements*

EDITORS

*Sultan Turkan*

Queen’s University, Belfast-UK

*Jamie L. Schissel*

University of North Carolina at Greensboro, USA



The proposed book provides a venue for professionals, practitioners, and
academics in education from various contexts to illustrate how systems,
structures, and agents have racialized academic language (AL) to perpetuate
deficit views of the learning of language-minoritized students. AL is often
defined abstractly as the language minoritized students need to succeed in
schools (Bailey & Heritage, 2008; Chamot & O’Malley, 1994; Schleppegrell,
2004), ignoring or actively dismissing the socio-interpretive nature of the
concept. Furthermore, although standards movements ask educators to
legitimize and idealize the testing and teaching of AL (Sato & Thompson,
2020), AL remains a construct that is still not yet clearly defined (Garcia
& Solorza, 2020) nor operationalized consistently between K-12 English
Language Proficiency (ELP) assessments and standards (Sato & Thompson,
2020). Yet, as we speak, AL is present in educators’ and individuals’ lives
and teachers are being held accountable for effective teaching of AL to
language minoritized students.

Our book explores AL as a process of enregistering various signs, symbols,
and actions that index a recognizable practice for a specific group (Agha,
2007, 2007). Within this conceptualization of AL, this book aims to provide
necessary counter narratives to the prolific AL literature that position
language-minoritized students as lacking the skills deemed necessary to
succeed in the language of schooling. We use language-minoritized as a term
to speak about these specific learners. The term points to the
disenfranchisement of communities and is related to the “near-universal
agreement among language education scholars about the legitimacy of
minoritized linguistic practices” (Flores & Rosa, 2015, p. 149). To work
toward social justice in the education of language-minoritized students, we
delve deeply into the issue by not only building on the strengths of
emerging literature on racialized AL within the US context (Flores, 2020;
Garcia & Solorza, 2020; Rosa, 2016) but also by engaging with transnational
perspectives to explore the ramifications of idolizing AL in other,
primarily anglophone, contexts where this concept has been taken up. We
seek theoretical and empirical contributions examining the epistemology of
AL and the narratives constructed around its utility in instruction and
assessment. More specifically, possible contributions could include but are
not limited AL intersectional relationships with respect to eugenics, race,
class, ethnicity, religion, ability, gender, and/or sexuality that actively
work to upend the entrenched colonial, white supremacist foundations in
relation to:

·      standards-based education

·      instructional practices

·      testing and assessment

·      educational policies

·      teacher education

·      community-based education



Proposal for theoretical perspectives as well as empirical studies based on
different methodologies across various educational and geographical
contexts are welcome. The proposed volume will be submitted to the Teachers
College Record Disability, Culture, Equity series (Prof. Alfredo Artiles,
series editor). Potential contributors are invited to submit a 300-word
abstract to the co-editors by June 7. Abstracts should be submitted to
S.Turkan at qub.ac.uk. Contributors will be notified by August, 2021.
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