Oxford Collections: Inclusion in Linguistics Decolonizing

Oxford Collections:Inclusion in Linguistics

Decolonizing LinguisticsAnne Charity Hudley, Stanford University

Chris7ne Mallinson, UMBCMary Bucholtz, UCSB

#decolonizelinguis7cs@acharityhudley

@clmallinson

#decolonizelinguistics @acharityhudley @clmallinson

Thanks for Joining Us!

• We will send the video and slides to all who registered and post them on our website

• Please register if you haven’t to receive updates and no:fica:ons

#decolonizelinguis4cs @acharityhudley @clmallinson

Linguistics is Changing

Inclusion and decolonization legitimize linguistics and give it a chance for intellectual survival in the academy. We are the change we have been waiting for.

• If we don’t have policies and procedures for teaching, research, service, and community engagement, then we’re at the whim of those who have inherited power due to their academic lineages.

• Black people can’t operate under that model. There’s too much risk involved.


Graduate students and newer professorsSuper progressives

Faculty who are happy to have a job and do what they do

The power eliteFaculty who are able to monetize their careers

Have to make political decisions across constituents and have reason to defend their elite status or top of the heap power dynamic

Anne & Christine

Vulnerable facultyPre-tenure and with issues in their reviews–an issue can always be found- they will always find something wrong

In Discipline Model: LinguisLcs & Related Areas Charity Hudley et al (2020)

Beware of those jockeying for elite status by co-opting progressive causes or mis-

repping their hood

People who are really vested in thinking they are smart

Many leave or forced or weeded out of graduate programs or aren’t given faculty positions

Altering the route to non-faculty posiLons

Mitigation of risk

Mary: Who are the allies?

Lazy, willful ignorance

How is discriminaLon and inappropriate behavior even handled?

#decolonizelinguistics@acharityhudley @clmallinson

Breaking Constric/ve Norms to Achieve Racial Jus/ce Charity Hudley, Mallinson and Bucholtz (2020b)

• The first constrictive norms concern how prestige is constructed and controlled in linguistics. • The second constrictive norms centers on how individuals seek economic

gain through their linguistic work and the economics of linguistics and linguists. • The third constrictive norm forces us to grapple with the question of

intellectual interest. Such norm-breaking work will require the effort of the discipline as a whole.


How Will We Re-Imagine How This Will Be Done?• Teaching across universities• Innovative publication and products models• Refusal to participate in discriminatory activities

• Do linguists need a demands list? If so, who does it go to? What can only be done as a collective rather than with individual efforts?


The actual call

• https://annecharityhudley.com/inclusiondecolonizing/

• We want to encourage you to make sure your proposals directly address how others can tailor your work to their own experiences and how they can start to implement them. We also want to encourage you to look at relevant existing literature from other disciplines to guide your modeling.

• Your work should make someone think differently and make them want to do something.


https://annecharityhudley.com/inclusiondecolonizing/

Charity Hudley Rule for Liberatory Linguistics

• Charity Hudley Rule for Liberatory Linguis:cs

• Any published research that you conduct in a community that you do not consider yourself a part of should include an explicit discussion of the meaningful inclusion of members from that community in your research process and your efforts to increase the par:cipa:on of community members at your university, in your department, and in your research area.


Timeline

• Contribu:on proposals of 1,000 words or less are due by June 1, 2021, in Word format (.docx) to [email protected]. • We will send decisions about proposals by July 15, 2021. Accepted

papers will be due January 5, 2022. • We will determine the length of final papers based on the number of

proposals accepted, but we an:cipate that they will range from 5,000 to 10,000 words.


Questions from you: How To

• To be honest, I've never submiZed a chapter proposal before, so I'm not sure how different it is compared to a completed book chapter.

• What advice do you have for junior scholars planning on submi\ng a proposal?

• Do you have preferences for big picture versus case studies?


QuesFons from you: How To

• I am interested in the differing scopes of the two publications. I think this will allow me to submit to the publication that most closely aligns with my current work.

• What are the format possibilities?

• How can I best prepare my gradúate students to submit their work?


QuesFons from You: Theory & Scope

• How do know which volume to submit to? • I thought one wasn't supposed to use the term decoloniza:on unless

we refer to actual land repatria:on but maybe I'm taking things too seriously? (Ref: Tuck and Wang 2012, Decoloniza:on is not a metaphor)

• Recently I have been thinking cri:cally about how to incorporate principles of disability jus:ce into my own work and Linguis:cs as a field in general. Has anyone proposed a contribu:on on the topic of intersec:ons of disability and race (broadly stated)?



• Would it be possible to write about confronting institutional linguistic hegemony- i.e. yt professor uses racist/ableist and otherwise violent language to "maintain the integrity of the literature.”

• does psycholinguistics research/training/curriculum/methods/experiences of minoritized scholars from an equity lens fit within the scope?

• Will contributions from critical applied linguistics or sociolinguistics be welcome?


Questions from You: Theory & Scope

• ✔Would you be interested in autoethnographic wri5ng approaches that diverge from typical academic wri5ng? ✔ Are smaller, focused data samples of interest (a chapter centered on observa5ons and analysis of a par5cular class or classes) along with specific pedagogical tools and exercises? ✔Will accepted authors have opportuni5es to read one another’s draAs, and incorporate statements that speak to other chapters in the volume? ✔ Are you interested in a chapter that focuses on online teaching of linguis5cs? Or one that discusses an5racist pedagogy as deployed in in-person vs. fully online (asynchronous) teaching?✔With regards to student reten5on and success, is discussion of (the appropriateness and scalability of) typical ins5tu5onal “DEI” metrics of interest? ✔Would you like to see specific previews of data or “results” in a chapter proposal?



• Will you address inclusion in administrative/leadership roles in Linguistics Departments? These very often affect student and professor outcomes.


Questions from You: Authors

• I have some students and colleagues outside academia (who have collaborated with linguists) who could be interested in co-authoring work but not necessarily contribu:ng on their own. It would be terrific if there could be some networking opportunity to help them meet other contributors working on aligned topics.

• Is it possible to submit one proposal to each volume? Both proposals involve large teams..


QuesFons from You: Audience

• Who is the audience? How much knowledge of linguis:cs should an ideal reader have?


Questions From You: Logistics

• What is the :meline for the project?

• Are re-printed ar:cles eligible, and if so, how might that work?


QuesFons from You: Inclusion

• Is adaptation of active learning curriculum changes in intro courses within the scope of the Inclusion volume?


What are our inclusion priori/es? Ques/ons from Charity Hudley, Mallinson, Bucholtz (2020b)

• How do your department and ins1tu1on view diversity, equity, and inclusion? Do administrators have both academic and experien1al knowledge of what racism is and how it func1ons? Does the ins1tu1onal view differ from perspec1ves held by faculty, students, and staff from minori1zed racial groups? What specific challenges related to racial injus1ce does your department or program currently face? • What sorts of racial jus1ce-related programs has your department carried out?

What were the goals of these ini1a1ves? What impacts were achieved (or if not achieved, what impacts were envisioned, and why weren’t these impacts realized)?• In your experience, what values about language use and racial experience are

communicated within your department? Has your department ever taken posi1ons on linguis1c diversity with respect to race? Is there consensus in your department on these posi1ons? What about at your ins1tu1on, broadly speaking? • How can linguists be leaders in taking ac1on to further racial jus1ce—in research,

on college and university campuses, and in the world?#decolonizelinguistics @acharityhudley @clmallinson

QuesFons from You: Decolonizing

• We are planning on submitting a proposal to the Decolonising Lx volume and would like to hear more about the concept. Time zones are difficult when Oz is concerned. Will this be recorded? Thank you. 🙏

• I'm curious about whether a pedagogical + student research paper would be appropriate for the Decolonizing Linguistics volume.


Intellectual InterestCharity Hudley, Mallinson and Bucholtz (2020b)

• Intellectual interests and preferred research topics are not mere maZers of individual taste, but instead form part of highly racialized and economically stra:fied reward structures. • Grappling with the taboo topic of intellectual interest requires

accep:ng that an inclusive linguis:cs makes room for new ideas and the scholars who produce them, even when these disrupt tradi:onal departmental and disciplinary iden::es.


Intellectual InterestCharity Hudley, Mallinson and Bucholtz (2020b)

• This understanding runs counter to the usual academic rhetoric of “good fit” and “intellectual community,” and thus creating space for unfamiliar lines of research can lead some scholars to police the boundaries of the discipline by declaring certain topics off limits, as “not linguistics.”

• Our question to those who seek to keep the discipline’s scope artificially narrow is simply this: Why is your linguistics so small?


Questions from You: Review Process

• I'm interested in learning more about the criteria you all will use to evaluate proposals for the edited volume.

• with so many great proposals (i know they will be great), what will make one stand out?

• What are your top three priori:es in a proposal?


Contact InformaFon

• Anne H. Charity Hudley• [email protected]

• My administra:ve support person is Rosa Alvarez ([email protected], (650) 213-2404)

• Chris:ne Mallinson• [email protected]


mailto:[email protected]


tel:6502132404


Documents

Oxford Collections: Inclusion in Linguistics Decolonizing