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Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

My teaching note explores how to teach Zora Neale Hurston's Their Eyes Were Watching God in first-year composition classrooms. I discuss the demographics of my classroom in a rural public university, and my students' reactions to reading the novel. This article highlights the successes and challenges of my classroom discussions and activities relating to reader comprehension and code switching. In addition, I explore ways to implement antiracist and feminist pedagogies while keeping students out of the \"panic zone.\"

This teaching note proposes the teaching of Gilles Deleuze and Felix Guattari’s concept of the rhizome in conversation with the marginalization of certain communities and their liberation from oppressive narratives and structures. It focuses on the rhizome’s relation to blackness and black people. It argues that anti-black society’s narration of blackness corresponds with a “root-book” and fixes blackness in a closed, interiorized narrative of slavery and racism only. It then presents black people’s escape from this anti-black narrative and their act of connecting “blackness” to other assemblages like entertainment, sports, science and technology, everyday life, food, and so on. The teaching note illustrates the above argument by placing the rhizome in conversation with Toni Morrison’s “Preface” to The Black Book in the literary theory classroom. It introduces blackness as being in a state of “in-betweenness” as opposed to having a linear narrative trajectory with slavery as its beginning. It also studies the scrapbook form of The Black Book, and states how this form is ideal for the study of the rhizome’s formal characteristics of exteriority and lacking specific beginnings and endings. It concludes with the physical book’s limitations in encapsulating the entire rhizome of blackness and champions the need for multitextuality in an anti-racist classroom.

Purpose Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy. Design/methodology/approach The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives. Findings The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education. Originality/value The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.