Can You Hear Me Now? An Autoethnographic Analysis of Code-Switching

2019 ◽  
Vol 20 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Taryn Kiana Myers
Keyword(s):  
Identity Development ◽  
Lived Experiences ◽  
Black Identity ◽  
Code Switching ◽  
American Identity ◽  
Double Consciousness ◽  
Black American ◽  
Standard English ◽  
Communication Practice ◽  
Communication Practices

This autoethnography, based on a cultural epistemology grounded in my lived experiences as Black and middle class, is written as an exploration of the communication practice of code-switching. It is the consideration of Du Bois’ double-consciousness as reflected in my language practices. It is a means to examine the development of my Black identity in an aggressively hegemonic society. Using Cross’ Black identity development model to structure and frame my inquiry, I examine my experiences with code-switching in both Black-dominated and White-dominated spaces to understand how the choice to use “Standard English” or Ebonics, depending on audience, reflects the tension inherent in the Black American identity. This autoethnography attempts to draw connections to how the intersection of oppressed identities results in power inequities that shape communication practices for marginalized populations.

EXPLORING BIRACIAL IDENTITY THROUGH ROOTS TRAVEL FOR AFRICAN DIASPORAS

2021 ◽  
Author(s):  
Alana Dillette
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Lived Experiences ◽  
Development Model ◽  
Double Consciousness ◽  
Biracial Identity ◽  
Du Bois ◽  
Patterns Of Behavior ◽  
Auto Ethnography ◽  
Roots Tourism

This auto-ethnography, grounded in my experiences as a biracial, bicultural black woman, is written as an exploration of how identity formation is impacted through travel. It considers my lived experiences with Du Bois’ double consciousness in a traditionally hegemonic society. Using Poston’s (1990) biracial identity development model as a framework for my inquiry, I examine a roots tourism trip to Ghana as a reflection of my lived experiences to demonstrate how the utilization of auto-ethnography as a critical method of inquiry can provide important insights into the intersectionality between roots tourism and identity. Results from this study suggest that exposure to roots travel can be the catalyst for personal internal and external reflection on one’s patterns of behavior and thought about their identity.

Black American Involvement in South Africa's Race Issue

1973 ◽  
Vol 3 (1) ◽  
pp. 6-11
Author(s):  
Clement Tsehloane Keto
Keyword(s):  
South Africa ◽  
Jim Crow ◽  
The United States ◽  
Double Consciousness ◽  
Black American ◽  
Race Discrimination ◽  
Historical Role ◽  
Firsthand Experience ◽  
Made In

People of African descent in America occupy a singular position in relation to the race problems faced by Blacks in South Africa. Many Afro-Americans have had firsthand experience with the practice of race discrimination either in its blatant Jim Crow manifestations or in its more covert institutional forms. This common experience with race discrimination in South Africa and the United States makes it possible, for example, to correlate W.E.B. Dubois' description of the warring “double consciousness” of the black American made in 1903 with the expressions of frustration written by Albert Luthuli in 1962. This commonality also establishes a basis from which a meaningful assessment can be made regarding the historical role of black Americans in the race issue of South Africa.

Chapter 13: Two narratives of professional identity in eikaiwa

2020 ◽  
pp. 139-148
Author(s):  
Patrick Kiernan
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Lived Experiences ◽  
Japanese Society ◽  
Professional Lives ◽  
Professional Identity Development ◽  
Teacher Narratives

In this chapter, Patrick Kiernan presents two very different but equally complex narratives illustrating the professional identity development of long-term eikaiwa teachers. The lived experiences of these two professionals reveals a great deal about the ways in which teachers negotiate multiple desired and undesired identities over the course of their careers. The complexity found in these teacher narratives provides a convincing counter perspective to the overly simplistic and often derogatory way that the professional lives of eikaiwa teachers are framed in both the ELT field and Japanese society at large.

“The Fools Don’t Think I Play Jazz”

2018 ◽  
Vol 35 (3) ◽  
pp. 397-430
Author(s):  
Benjamin Givan
Keyword(s):  
African American ◽  
American Identity ◽  
Black American ◽  
Thought Processes ◽  
Avant Garde ◽  
The Past ◽  
Swing Era ◽  
Historical Trajectory ◽  
Unpublished Manuscripts ◽  
Carnegie Hall

Cecil Taylor (1929–2018), who was associated with the postwar black musical avant-garde, and Mary Lou Williams (1910–81), who had roots in jazz’s swing era, met in a notorious 1977 Carnegie Hall recital. These two African American pianists possessed decidedly different temperaments and aesthetic sensibilities; their encounter offers a striking illustration of how conflicts between coexisting performance strategies can reveal a great deal about musicians’ thought processes and worldviews. Evidence from unpublished manuscripts and letters, published interviews and written commentary by the performers, the accounts of music critics, and musical transcriptions from a commercial recording (the album Embraced) reveals that, in addition to demonstrating the performers’ distinct musical idiolects, the concert engaged longstanding debates over jazz’s history and definition as well as broader issues of black American identity. In particular, it dispelled still potent notions of jazz as a genre with a unilinear historical trajectory, and it encapsulated the inherent ambivalence toward the past often exhibited by the jazz avant-garde.

scholarly journals THE TENOR OF BELONGING: THE FISK JUBILEE SINGERS AND THE POPULAR CULTURES OF POSTBELLUM CITIZENSHIP

2016 ◽  
Vol 15 (4) ◽  
pp. 399-417
Author(s):  
Gabriel Milner
Keyword(s):  
College Students ◽  
Eighteenth Century ◽  
American Identity ◽  
Double Consciousness ◽  
Financial Security ◽  
Fisk University ◽  
Late Eighteenth Century ◽  
Reconstruction Era ◽  
Fisk Jubilee Singers ◽  
Late Eighteenth

“The Tenor of Belonging” examines the origins of the Fisk Jubilee Singers, a chorus of college students from Fisk University, amidst the official promises of the Reconstruction era, as well as their reception during their first national tour in 1871 and 1872. The article explores the bifurcated meanings behind the spiritual as the singers performed it in this new context. Publicly, it became, for well-to-do white Northern audiences, an image of a quintessential American identity rooted in the soil, “primitive Christianity,” and the trope of redemption through suffering that seemed increasingly threatened in modern, incorporated America. And yet, spirituals had embodied ideals of self-making, piety, communal solidarity, and liberation for their singers since the late eighteenth century; and performing them, as the Jubilee Singers did, likewise became a vehicle for achieving financial security after the Civil War, as the chorus marketed its past in an effort to secure its future. The singers, like their slave forebears, used the spiritual to achieve a level of autonomy, cohesion, and pride as they negotiated the contours of citizenship in a reconfigured nation. As such, their work both prefigures Booker T. Washington's “bootstraps” ethos and W.E.B. Du Bois's “double-consciousness.”

Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

2019 ◽  
Vol 33 (4) ◽  
pp. 214-220
Author(s):  
Roxanna Nasseri Pebdani
Keyword(s):  
Identity Development ◽  
Counselor Education ◽  
Ethnic Minority ◽  
Cultural Differences ◽  
Cultural Competency ◽  
Lived Experiences ◽  
Group Differences ◽  
Lifelong Learners ◽  
Racial Ethnic ◽  
Minority Identities

Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities. Incorporating the concepts of power, privilege, and oppression, along with the concept of intersectionality can allow multicultural educators to approach multicultural counselor education in a way that includes all students from any identity. These concepts, along with regularly addressed concepts like identity development, microaggressions, and advocacy, can lead to a broader view of cultural competency. Additionally, when students understand cultural competency within this framework, they have the tools to become lifelong learners. This approach allows students to learn about different client identities and cultures as they are encountered in the students' counseling experiences or as they evolve.

Sign in / Sign up

Export Citation Format

Share Document