Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools

Description

This book traces raciolinguistic ideologies in England’s schools, focusing on post- 2010 policy reforms which frame the language practices of low-income, racialised speakers as limited and deficient. Across interviews, policy mechanisms and classroom observations, the author shows how raciolinguistic ideologies are rooted in British colonial logics which continue to shape contemporary education policy. He shows how these policies require marginalised speakers to modify their speech patterns in line with normative standards of whiteness under new guises of social justice and research robustness. Finally, new visions for language education and linguistic justice are offered, demonstrating how teachers can see themselves as language activists to identify, resist and reject faults in a hostile and oppressive policy architecture. This book draws on fields including critical language policy, educational sociolinguistics, genealogy, raciolinguistics and critical language awareness. Foreword for Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools References Acknowledgements Contents About the Author List of Figures List of Tables 1: The Durability of Language Ideologies Banned Words Post-2010 Policy Landscape and Long Histories of Linguistic Racism Raciolinguistic Positions Theoretical Anchor Points Interlocking Structures of Linguistic Inequality Structure of This Book References 2: Language Policy: From Ideology to Inequality Language Policy and the Fabrics of Power Mechanisms and Dense Webs of Policy Language Ideology Within Policy From Ideology to Inequality Standard Language Category Making Destandardising Standards Raciolinguistic Ideologies and the White Listening Subject Schools, Standards and the Naturalisation of Language Ideologies Schools, Standards and Linguistic Suppression Surveillance in Schools Sonic Surveillance Panlinguistic Surveillance Language Ideology Webs Summary References 3: Tracing Language Ideologies Doing Messy Language Policy Research A Genealogy of Standard Language and Raciolinguistic Ideologies Layers, Rhizomes and Policy Power Strands of Data ‘National’ Level ‘Local’ Level ‘Individual’ Level New Urban Academy Archival Work Summary References 4: State-Level Mechanisms of Sonic Surveillance Raciolinguistic Foundations ‘Raising Standards’ and Curriculum ‘Reform’ Urban Decline, Educational Failure and Criminalised Speech Policy Mechanisms of the State Listening Subject A ‘Knowledge Curriculum’ Language and Discipline in Curriculum 2014 Language Ideologies and Curriculum 2014 Glossing Standardised English Mechanisms of Standard Language Assessment Emergence of the Tests Standardising Language, Standardising Teachers Sonic Inspection and the White Ears of the Inspectorate Raciolinguistic Ideologies and the Foundational Work of the Inspectorate Ofsted, Sonic Surveillance and Post-2010 Reforms The Sonic Surveillance of Teachers The Sonic Surveillance of Students Dense Webs of Sonic Surveillance Summary References 5: Doing and Living Language Policy in Schools Language Ideologies in Policy and Teachers as Policy Makers Language Ideologies and Intertextuality Persistent Offenders Appropriateness and Elitism Punishing Words: Modelling, Correcting and Policing Sonic Surveillance in the School Public Shaming and Systems of Sonic Surveillance A ‘Quiet Word’: Sonic Surveillance on the Sly Phono(un)aesthetics and Raciolinguistic Cacophony Looking Good, Sounding Right Looking Good, Sounding White Double Standards, Language Policies for the Body and Embodied Gentrification Raciolinguistic Resistance Summary References 6: Bad Behaviour, Bad Bodies, Bad Language Discipline and Parlance Language, Law and Order Discipline and Language in New Urban Academy Filling Gaps and Plugging Holes ‘Champion Teachers’ and a Language Policy for Control SLANTing, SPEAKing and Language Policing Enacting Sonic Surveillance Language as a Sorting Mechanism Academic Language and the Making of ‘Scholars’ Summary References 7: Raciolinguistic (Re)Resistance and Building Alternative Worlds Raciolinguistic Resistance and New Ways of Listening Agitate, Educate, Organise Figures of Resistance Teachers as Policy Agents: Narratives of Raciolinguistic Resistance Resisting Raciolinguistic Segregation Teachers as Activists Raciolinguistic Literacies Raciolinguistic Literacies in Action Literature and Building Alternative Worlds Kelly Yang’s Front Desk Normalisation and Internalisation of Raciolinguistic Ideologies Interrogating the White Listening Subject Institutions and Intersections Summary References 8: Conclusions: Standards, Stigma, Surveillance Language, Power and (in)Equality Standardised English and the Sonic Encoding of White Supremacy Language Policing as a Structure: Systems of Perpetual Surveillance Futures of Raciolinguistic Resistance References Index