Language, identity, & social equity: educational responses to dialect hegemony

ABSTRACT

For educators committed to promoting social equity, the question of how to address dialect hegemony is increasingly important. While linguists have long accepted the concept of dialect equality, educators have struggled with the issue, sparking a history of controversy and debate underscoring larger social issues of diversity and equity. For decades, educators have struggled with the most fundamental questions of when, how, and towards what purpose to address linguistic diversity. Drawing from the literature, debates, and practices in the U.S., this article examines the evolution of educational responses to the interrelated issues of disrespect for stigmatised dialects, expectations for Standard English in academic and professional settings, and students’ developing sense of self and authentic voice. Different pedagogies for addressing linguist diversity are reviewed and compared, including code-switching, literary analysis, and code-meshing. These pedagogies build on each other and are moving in the direction of greater alignment, with important considerations for educators who seek to broaden their understanding of linguistic diversity as part of an overarching commitment to equity and social justice.

KEYWORDS:

• Dialect equality
• dialect diversity
• code-switching
• literary analysis
• code-meshing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emry McKinney

Emry McKinney earned her MFA in creative writing from Columbia University and is currently a professional writer living in Raleigh, North Carolina.

Chad Hoggan

Chad Hoggan is an Associate Professor of Adult & Lifelong Education at North Carolina State University and is co-editor of the Journal of Transformative Education.