Negotiating elite talk : language, race, class, and identity among African American high-schoolers
LC2778 .L34 C53 2010
- Unknown LC2778 .L34 C53 2010
- Includes bibliographical references (p. -161) and index.
- Acknowledgements Key to Transcription Conventions Introduction 1. Ways of Talk: Abstract/Speculative Inquiry and Concrete/Empirical Inquiry 1.1 Edison High School, Washington, D.C. 1.2 Street Law 1.3 The Street Law students 1.4 The Street Law teachers 1.5 John: The ethnographer as Street Law participant 1.6 Gathering the data: audiotaping and videotaping 1.7 Analytic method 1.8 The abstract/speculative style and the concrete/empirical style 1.9 Previous studies 2. Successful Failure & Cultural Differences: A Brief History of Scrutinizing African American Experiences with Schooling 2.1 Beyond the Individual 2.2 Successful Minority School Failure 2.3 Reproduction Theory: schooling doesn't mitigate social inequalities-- it tends to reproduce them 2.4 Resistance Theory: people bite back (and bite themselves) 2.5 Cultural Differences Hypothesis 2.6 Challenges to the Cultural Differences Hypothesis 2.7 Beyond failure: Minority School Success 2.8 Conclusion 3. Negotiating Abstract/Speculative Inquiry in a Street Law Class 3.1 Flow of topics/class segments 3.2 'Laws that prevent intermarriage' segment 3.3 'Cultural mindset against intermarriage' segment 3.4 'Cultural mindset against hiring' segment 3.5 'Pam vs. Martin' segment 3.6 Abstract 'Affirmative Action'/'Rodney King' Overview 3.7 Quantitative Analysis 3.8 Summary 4. From Abstract/Speculative Inquiry to Elite Inquiry: How a Way of Talk Gets Its Power, Class, and Colours 4.1 Indexing identity as teacher: How Len's promotion of abstract/speculative inquiry becomes a hegemonic project 4.2 Indexing identity as an African American: how concrete/empirical inquiry gets its colour 4.3 Marking White: how abstract/speculative inquiry loses its colour 4.4 Marking Elite: How abstract/speculative inquiry gets its class 4.5 Marking white, marking elite 4.6 Discussion: resistance to what? 5. Student Accommodation to Elite Inquiry: Can't Learn or Won't Learn? 5.1 Ability vs. choice 5.2 Extensive accommodation: Peter and Aisha 5.3 Fleeting, superficial accommodation: Lakesha 5.4 Intermediate accommodation: Juan and Chanika 5.5 Cultural Differences Hypothesis revisited 6. Promoting Accommodation: Lessons from Street Law 6.1 Promoting resistance 6.2 Promoting accommodation 6.3 Explicit vs. implicit language instruction 6.4 Apprenticeship as legitimate peripheral participation 6.5 The Street Law classroom as a site for legitimate peripheral participation 6.6 A contrast: "Speech Improvement 101" 6.7 Implicit and inductive learning in Street Law 6.8 But is acquisition happening? 6.9 Accommodation beyond accepting revoicing 6.10 Conclusion References Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- Len Gregory is a law school student. As part of his elite law school's community outreach programme, he finds himself in a local high school several times a week passing on his own legal knowledge to the students in a course he teaches entitled Street Law. This book shows that passing on legal knowledge is not the only thing Len is doing in Street Law. He is also trying to get his students to talk and argue about the law in the same way that he does. Len talks about legal matters using hypothetical, speculative scenarios played out by generic people - if people occur at all in his scenarios. The students, meanwhile, recount anecdotes inhabited by real people doing things in the real world. This book describes how Len and the Street Law students negotiate Len's language promotion project scheme, that is, how the students go along with or resist Len's promotion. The consequences of this negotiation are high: the abstract/speculative inquiry style promoted by Len carries social value - to be able to talk as Len does is to be able to talk as powerful members of society talk, and Len is offering the Street Law students access to that social capital. However, this book shows how the Street Law students identify abstract/speculative inquiry as being the talk of the (elite, white) Other - not, in other words, a way of talk that, by and large, utters their social identity. The book examines this negotiation and tension between learning economically powerful ways of talking in the larger social marketplace and maintaining an authentic local social identity.
(source: Nielsen Book Data)
- Publication date
- John Taggart Clark.
- Encounters, 1471-0277 ; v. 9