scholarly journals A critique of the principle of error correction as a theory of social change

2018 ◽  
Vol 47 (3) ◽  
pp. 325-346 ◽  
Author(s):  
Mark C. Lewis
Keyword(s):  
Social Change ◽  
Critical Race Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
Institutionalized Racism ◽  
Institutional Authority ◽  
Critical Reflexivity ◽  
Material Conditions

AbstractThis article assesses the historical failures and limits of the dominant ‘error correction’ approach within sociolinguistics. The error correction approach supposes that social change can be achieved when knowledge is shared by researchers with the public or figures of institutional authority. This article reviews reflections on sociolinguists’ work toward social change, especially those of Labov, through scholarship in language ideologies and critical race theory. From a language ideological and critical race perspective, error correction is limited in its engagement with marginalizing representations of language because it does not jointly address material conditions and social positions supported by these representations. Exemplifying these limitations, sociolinguistic error-correction efforts that address the evaluation of language practices racialized as Black may have unfortunately distracted from social change agendas that confront material and institutionalized racism directly. To address these limitations, this article highlights existing critical reflexive scholarship that explicitly interrogates disciplinary assumptions. (Critical race theory, error correction, language ideologies, social change, critical reflexivity)*

scholarly journals Correcting whose errors? The principle of error correction from an ethnographic lens

2018 ◽  
Vol 47 (3) ◽  
pp. 377-380
Author(s):  
Virginia Zavala
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
The Relationship ◽  
Changing Society

Labovian sociolinguistics constitutes an important paradigm that brings to the forefront issues of social justice in linguistics and asks about the debt the scholar has towards the community once s/he gets information from it. Nevertheless, as many scholars have discussed, and even though this paradigm has focused on changing society for the better, it has serious limitations on how it conceptualizes the relationship between language and society. Based on critical race theory and language ideologies, Lewis powerfully contributes to this discussion by critiquing the principle of error correction (PEC) proposed by Labov as a particular way of conceptualizing social change. As Lewis points out at the end of the article, this principle reflects an ‘earlier era’ and needs to be reconsidered in light of the significant transformations not only in the study of language in society developed in recent decades but also in critical theory and humanities in general.

Caring as an Authoritative Act

2019 ◽  
pp. 154-182 ◽  
Author(s):  
Shannon Audley ◽  
Julia L. Ginsburg
Keyword(s):  
Critical Race Theory ◽  
Student Teacher ◽  
Critical Race ◽  
Race Theory ◽  
Institutional Authority ◽  
Teacher Relationships ◽  
Student Teacher Relationships

This chapter serves to discuss common perspectives of respect in the classroom and highlight ways to re-conceptualize authority in student-teacher relationships so that respect can be grounded in both authority and caring. The authors believe that through the framework of critical race theory, teachers can learn how to express caring respect in ways that will be validating to their students. Furthermore, because of this reframing of authority, teachers will be able to accept non-authority-based respect. Finally, this chapter encourages teachers to experience and understand respect in the ways that validate their students as people and honor their own abilities as teachers. Rather than using ideas of respect to exhibit and reinforce institutional authority, teachers can instead promote caring respect in their classrooms by highlighting students' voices and reflecting on their own roles as both an educator and a person.

scholarly journals Error correction and social transformation in Creole studies and among Creole speakers: The case of Haiti

2018 ◽  
Vol 47 (3) ◽  
pp. 354-360
Author(s):  
Michel DeGraff
Keyword(s):  
Critical Race Theory ◽  
Error Correction ◽  
Social Transformation ◽  
Structural Violence ◽  
Critical Race ◽  
Race Theory ◽  
Forms Of Violence ◽  
Socioeconomic Structures

Mark Lewis asks that socially engaged linguists go beyond Labov's (1982) principle of error correction (PEC) so that we can enlist critical race theory (CRT) to address ‘more difficult and fundamental questions of the sociohistorical conditions of a representation of language, challenging its premises and showing its connections to racial, economic, or other forms of violence’ (Lewis, this issue, p. 341). The ultimate goal is the actual transformation of the socioeconomic structures responsible for structural violence against speakers of stigmatized languages.

Teaching the counter story. An analysis of narration in African American cookbooks using Critical Race Theory

2012 ◽  
Vol 1 (2) ◽  
pp. 21-33
Author(s):  
Jill White
Keyword(s):  
African American ◽  
African Americans ◽  
Critical Race Theory ◽  
Cultural Tradition ◽  
Critical Race ◽  
Race Theory ◽  
Institutionalized Racism ◽  
The Right ◽  
Nutrition Educators ◽  
Good Food

As nutrition educators we must promote sensitivity to the historical roots of eating and food patterns.  This analysis of narratives from a sampling of cookbooks written by African Americans, represents an attempt to give voice to an unconventional source of documentation regarding the historical experiences of a people oppressed by enslavement and institutionalized racism as told through recipe sharing.  The themes that emerged from an examination of the missions and motivations of the authors included; history, work, cultural tradition, and empowerment in the struggle to survive. Critical Race Theory provided a lens to examine the counter story told by these authors. The counter story documented the unrecognized contributions of African Americans to the culture of all food practices in America, through their roles as cooks in domestic and industrial settings, as well as their own homes.  We need to develop an appreciation of the celebration of life that is expressed through food in the African American community.  And we must advocate for the right to good food, healthcare and education for all of the communities and people we serve.

“Why Are All the White Students Sitting in the Back of Class?” A Critical Race Theory Approach to Race Dialogue in Ethnic Studies†

2019 ◽  
Vol 42 (1) ◽  
pp. 69-82
Author(s):  
Dominick N. Quinney
Keyword(s):  
Social Change ◽  
Critical Race Theory ◽  
Identity Formation ◽  
Social Action ◽  
Race And Ethnicity ◽  
Ethnic Studies ◽  
Theory Approach ◽  
Critical Race ◽  
Race Theory ◽  
Qualitative Work

Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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