The power of talk how words change our lives

We dedicate this book to our past, present, and future students, whose enthusiasm helped inspire this book Copyright © 2009 by Felecia M Briscoe, Gilberto Arriaza, Rosemary C Henze All rights reserved When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher For information: Corwin A SAGE Company 2455 Teller Road Thousand Oaks, California 91320 (800) 233-9936 Fax: (800) 417-2466 www.corwinpress.com SAGE India Pvt Ltd B 1/I Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Ltd Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom SAGE Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Briscoe, Felecia The power of talk : how words change our lives / Felecia Briscoe, Gilberto Arriaza, Rosemary C Henze p cm Includes bibliographical references and index ISBN 978-1-4129-5601-7 (cloth) ISBN 978-1-4129-5602-4 (pbk.) Discourse analysis—Social aspects Communication in education Language and education—Social aspects Sociolinguistics Equality I Arriaza, Gilberto II Henze, Rosemary C III Title P302.84.B74 2009 306.44—dc22 2008044777 This book is printed on acid-free paper 09 10 11 12 13 Acquisitions Editor: Associate Editor: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer: Cover Designer: 10 Arnis Burvikovs Desirée A Bartlett Eric Garner Kathy Conde C&M Digitals (P) Ltd Carole Quandt Terri Corry Anthony Paular Contents Acknowledgments ix About the Authors xi Introduction Why? The Same Old Problem What? The Book’s Purpose How? Achieving the Purpose What Will You Get Out of This Book? More About the Authors Avoiding the Master’s Language Tools Overview of the Chapters Where and When Might the Book Be Used? Notes 1 6 11 11 12 13 The Power of Language: A Medium for Promoting Social Justice and Equity In What Ways Is Language a Transformative Force in Society? What Are Educational Equity and Social Justice? What Are Critical Discourse Analysis and Critical Language Awareness? Conclusion and Summary of Key Points Notes Becoming Effective in Using Critical Language Awareness Noticing How Language Constructs Our Social World Relating the Trees to the Forest and the Forest to the Trees Imagining Alternatives Coaching 15 15 25 29 31 32 35 36 38 39 39 Teaching With Critical Language Awareness Using Memorable Examples, Metaphors, and Quotes Modeling Teamwork, Inclusiveness, and Respect Activity: Observing an Educator Conclusion and Summary of Key Points Notes 42 43 44 46 47 47 Avoiding Othering: Practicing Including Introduction A Change Agent in Action How Is Othering Harmful? Digging Deeper Into Othering From Othering to Inclusion and Dialogue Activities Conclusion and Summary of Key Points Notes 49 49 51 52 58 62 63 67 68 Disrupting Prejudice: A Communicative Approach Introduction Abstracting Communicative Model Building A Culture of Evidence Activity: Developing Language Skills for Disrupting Prejudice—The Socratic Seminar Conclusion and Summary of Key Points Notes 69 69 70 74 86 90 91 91 Exceptionalizing or Democratizing? Introduction Exceptionalizing: How It Promotes Inequities The Importance of Context Cognitive Disequilibrium and Exceptionalizing The Context of the Interviews Recognizing Exceptionalizing Discourse Revising for a More Democratizing Discourse Activities for Developing Democratizing Language Skills Conclusion and Summary of Key Points Notes 93 94 95 98 103 104 106 110 112 114 116 Recognizing and Revising Stratifying Discourse Introduction Contextual Factors That Promote Stratifying Language Recognizing and Revising Stratifying Discourse 119 119 121 127 Activities: Developing Language Habits for Social Justice Conclusion and Summary of Key Points Notes 136 138 139 Contesting Deficit Labels Introduction Redressing Deficit Labels: Habits and Challenges Acronyms as Deep Abstractions Talk Strategies Institutional Action Thoughtful Inaction Activity: Crowning With Deficit Labels Conclusion and Summary of Key Points Notes 141 141 142 146 148 154 156 158 160 161 Conclusion: The Power of Talk Revisiting This Book’s Objectives Using the Power of Talk for Social Justice A Final Thought 163 164 165 167 References 171 Index 177 Acknowledgments W e thank and acknowledge the hardworking educators who freely gave of their time to share with us their experiences in the schools and Vanessa Kenon for her assistance in putting this book together We would also like to express our appreciation for Arnis Burvikovs, Desirée A Bartlett, and the rest of the staff at Corwin for all their help Corwin gratefully acknowledges the contributions of the following individuals: Theresa Abodeeb-Gentile Assistant Professor University of Hartford West Hartford, CT David Callaway Teacher Carson Middle School Fountain, CO Michelle Drechsler 8th Grade Language Arts Teacher Carson Middle School Colorado Springs, CO Karen L Fernandez English/Language Arts Coach and Teacher Denver Center for International Studies Denver, CO Christine Landwehrle 5th-6th Grade Language Arts & Reading Teacher Bedminster Township Public School Bedminster, NJ Melanie Mares Academic Coach Lowndes Middle School Valdosta, GA ix References——173 Evans, A (2007) School leaders and their sensemaking about race and demographic change Educational Administration Quarterly, 43(2), 139–188 Fairclough, N (1995) Critical discourse analysis: The critical study of language London: Longman Group Fairclough, N (2003) “Political correctness”: The politics of culture and language Discourse and Society, 14(1), 17–28 Flores-González, N (2002) School kids/street kids: Identity development in Latino students New York: Teacher’s College Press Friere, P (1970a) Cultural action and conscientization Harvard Educational Review, 40(3), 452–477 Friere, P (1970b) Pedagogy of the oppressed New York: Herder and Herder Friere, P (1993) Pedagogia da esperanỗa: Um reencontro com a pedagogia oprimido São Paulo Paz e Terra Gabbard, D (2000) Knowledge and power in the global economy New York: Lawrence Erlbaum Publications Gardner, H (1983) Frames of mind: Multiple intelligences theory New York: Basic Books Gay, G (2004) Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia International Journal of Qualitative Studies in Education, 17(2), 265–288 Gladwell, M (2005) Blink: The power of thinking without thinking New York: Little Brown Gould, J (1996) The mismeasure of man New York: Norton Groopman, J (2007) How doctors think New York: Houghton Mifflin Guilherme, M (2002) Critical citizens for an intercultural world: Foreign language education as cultural politics Clevedon, England: Multilingual Matters Haraway, D (1991) Simians, cyborgs, and women: The reinvention of nature New York: Routledge Harvard Facing History and Ourselves Project (2002) Race and membership in American history: The eugenics movement Brookline, MA: Facing History and Ourselves National Foundation Henze, R (2005) Metaphors of diversity, intergroup relations, and equity in the discourse of educational leadership Journal of Language, Identity, and Education, 4(4), 243–267 Henze, R., Katz, A., Norte, E., Sather, S., & Walker, E (1999) Leading for diversity: A study of how school leaders achieve racial and ethnic harmony Final cross-case report Oakland, CA: ARC Associates Henze, R., Katz, A., Norte, E., Sather, S., & Walker, E (2002) Leading for diversity: How school leaders promote positive interethnic relations Thousand Oaks, CA: Corwin 174——The Power of Talk Hernstein, R., & Murray, C (1994) The bell curve: Intelligence and class structure in the United States Glencoe, Illinois: Free Press Holmes, O W (1897/2004) The path of law Whitefish, MT: Kessinger Johnstone, B (2008) Discourse analysis (2nd ed.) 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Educational Researcher, 26(4), 4–16 Shaw, George Bernard (1921) Back to Methuselah Part 1, Act Shi-Xu (2005) A cultural approach to discourse New York: Palgrave Spring, J (1976) The sorting machine: National educational policy since 1945 New York: David McKay Spring, J (2006) Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States New York: McGraw-Hill Summers, L (2005) Letter from President Summers on women and science The Office of the President Retrieved on April 4, 2008, from http://www.president.harvard.edu/speeches/2005/womensci.html 176——The Power of Talk Tabakowska, E (2002) The regime of the other: “Us” and “them” in translation In A Duzak (Ed.), Us and others: Social identities across languages, discourses and cultures Philadelphia: John Benjamins Texas State Data Center (2002) Retrieved December 4, 2002, from http://txsdc.tamu.edu/cgiin/htsearch?config=Htdig&restrict=&exclude =&method=and&format=builtinlong&sort=time&matchesperpage10 &words=per+capita+income Thai, X., & Barrett, T (2007) Biden’s description of Obama draws scrutiny CNN Washington Bureau Retrieved July 22, 2007, from http://www.cnn.com/2007/POLITICS/01/31/biden.obama/ Troyna, B., & Hatcher, R (1992) Racism in children’s lives: A study of mainly-white primary schools New York: Routledge Valdez, G (1996) Con respecto New York: Teachers College Valenzuela, A (2005) Leaving children behind: How “Texas-style” accountability fails Latino youth New York: SUNY Press Van Dijk, T (1997) Political discourse and racism: Describing others in Western parliaments In S H Riggins (Ed.), The language and politics of exclusion: Others in discourse (pp 31–64) Thousand Oaks, CA: Sage Publications Van Dijk, T (2001) Critical discourse analysis In D Schiffrin, D Tannen, & H Hamilton (Eds.), The handbook of discourse analysis (pp 352–371) Malden, MA: Blackwell Villenas, S (2000) This ethnography called my back: Writings of the exotic gaze, ‘othering’ Latina, and recuperating xicanisma In E A St Pierre & W S Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp 74–96) New York: Routledge Wink, J (1997) Critical pedagogy: Notes from the real world New York: Longman Index Abstraction, 70–74, 147–148 Abu El-Haj, Thea, 26, 27 Academic positioning, 99–102 Accents, 53–55, 63, 65 Achieved hierarchies, 122–124 Acronyms, 146–148 Action, theories of, 145 Activities buddy approaches to, 166–167 crowning with deficit labels, 158–159 democratizing language skills, 112–114 educator observation, 46–47 formal approaches to, 167 individual approaches to, 165–166 othering alternatives, 63–67 prejudice disruption, 90–91 parent teacher organization (PTO) involvement, 167 social justice language skills, 136–138 working with friends, 166 African Americans economic/academic positioning, 99–100 faculty shortages, 119 loan statistics, 117(n29) othering and, 58 teaching about, 51–52 Age and behavior changes, 55 Allport, Gordon, 72 Alphabetizing, 134–135 Alternative(s), 6, 11, 24, 31, 36, 39, 42–43, 54, 58, 62, 67, 110, 115–116, 137 Ambivalence, 129–130 Anglo hypothetical experiment, 123–124 Appropriation, 95 Argyris, Chris, 145 Arriaza, Gilberto, 8–9, 77, 143–144, 146 Ascribed hierarchies, 122, 123–124 Asian Americans, 98 Attribution, 80–84 Avoiding shame or blame, 17, 24, 51, 87, 98, 101, 112, 116, 122, 149, 178 Awareness of language, 30–31, 42–43, 47 Backgrounding, 132–135 Behavior changes and age, 55 Beliefs and utterances, 146–148 Biden, Joe, 106–108 Bipolar language, Blame, 89 Briscoe, Felecia, 6–8, 50, 100, 127, 128, 132 Buddy approaches, 166–167 177 178——The Power of Talk Capital building, 76–79, 80–81 Capitalistic economic systems, 109–110 Carbó, Teresa, 65–66 Carpenterville (IL), 56–57, 63 Catching phenomenon, 36, 144–146 Categorization systems, 18 Cause, 80–84, 112 Change agents, 6, 16, 42–43, 51–52 Chinese language, 19–20, 27–28 Civil Rights Movement, 4, 16 Classification of people, 37 Classism, 101, 108–109 Clean as term, 107 Coaching, 17, 39–42, 46 Code-switching, 150–151 Cognitive disequilibrium, 103–104 College expectations, 78 Colorblind discourse, 133–134 Communicative model, 74–86 Connections and coaching, 40 Context, 98–103, 104–106, 121–127, 157 See also Location Counter discourses, 111 Credit card analogy, 147–148 Critical discourse analysis, 4, 29–30, 32, 116, Critical language awareness, 30–32, 39, 41–43, 47, 66, 138, Critique as first step, 24–25 Cultural capital, 77 Culture, 1, 4, 16, 5, 19–20, 39, 55, 75–76, 85, 86, 90, 111, 124, 155, 165–167 Darling-Hammond, Linda, 105 Data samples/statements, 86, 87 Default case, 37–38 Deficit discourse, 74–76 Deficit labels acronyms, 146–148 addressing, 149–153 avoiding, 143–146 crowning activity, 158–159 examples, 141–142, 147–148 habit of using, 142–143 inaction as strategy, 156–158 institutional strategies, 154–156 summary, 160 Demeaning language, 150–151 Democratizing discourse, 110–114 Denigration reversals, 111 Devaluation of individuals, 97 Dialogue, 62–63 Discourse definitions, 29 Dissonance, 145 Diversity definitions, 66–67 Diversity report activity, 138 Dominant discourses, 102–103 “Don’t” strategies, 157 Economic status and proficiency, 81–82 Economic systems, 109–110 Educational stratification, 123–126 Educator observations, 46–47 Effects and cause, 80 Efficiency, 125–126 Elevation of whites, 120 Emotions and behavior, 72 Empathy, 125 Engagement skills, 160 English as a Second Language (ESL) programs, 26, 27 Equality, 25–26, 27 Equity, 25–26 Index——179 Eskimo languages, 18–19, 32– 33(n6) ESL programs, 26, 27 Ethnicity and proficiency, 82 Ethnic stratification, 127 Ethnic terms, 134 Ethnoracial label history, 16 Evidence culture, 86–90 Exceptionalizing discourse alternative development, 110–114 cognitive disequilibrium, 103–104 context considerations, 98–103 educator interviews, 104–106 example (Harvard University President) 101, 102–103 inequity promotion, 95–98 Josephine example, 93–95, 103 recognizing, 106–110 summary, 114–116 Exclusion, 53 Explanations, 40–41, 149–151 Expressive function of language, 142–143 External attribution, 83–84 Extremist as term, 49 Fairclough, Norman, 4–5, 16, Fairness, 26 Flat organizations, 140(n7) Foregrounding, 132–135 Formal approaches, 167 Frames and framing, 2, 21–22, 33(n8) Frequency and stratification, 136 Friendly othering, 50 Friere, Paolo, 24 Gender bias, 20–24, 132 Gender blindness, 133–134 Gendered language, Gender hierarchy, 127 Genetics as deficit, 75–76 Gifted and Talented Programs, 129–130 Gladwell, Malcolm, 73 Groopman, Jerome, 72 Guarani language, 18 Guilt, 89 Habits, 35 Halo effect, 97–98 Hatcher, R., 142 Hate language, 43, 154 Hawaiian language, 55–56 Henze, Rosemary, 9–11, 28, 36, 51, 55–56, 61–62, 134, 136–137 Hierarchies, 37, 119–124 See also Stratifying discourse History book distortions, 117(n29) Hope, 76 Hopi language, 17 Hume, David, 92(n10) Hurricane Katrina, 58 Identities, marked/unmarked, 58–62 Ideology, Ideologies, 35, 96, 100, 102–104, 106, 108–110, 129, 130, 164, Immigrants, 56 Implicit nature of language, 3, 5, 23, 50, 55, 57–58, 75–76, 98, 100, 102, 108, 120, 128, 132, Inaction, 41–42, 156–158 Inclusion, 38, 44–46, 62–63 Indian label, 16–17 Indigenous co-citizens, 65–66 Individual approaches, 165–166 180——The Power of Talk Inequity promotion, 95–98 Inferiority markers, 97 Insiders, 37 Institutional action, 154–156 Institutional racism, 100–101 Instrumental function of language, 142–143 Intellectual capital, 77 Intelligence quotient (IQ), 75 Internal attribution, 83–84, 86, 87 Interpretations, 40, 149–151 Interruptions, 40–42 Intervention, skillful, 166 Interview excerpts, 63–64 Invisibility, 69–70 IQ, 75 Jargon, 29–30 Judgment suspension, 88, 89 Kandel, Eric R., 73 Kinship systems, 19–20 Kluckhohn, Clyde, Knee-jerk reactions, 157 Labels, 130 See also Deficit labels Lakoff, George, 21–22, 33(n8) Language awareness of, 30–31, 36–38, 42–43 changes in, 20–24 culture and, 19–20, 43 of possibility, 24–25, 63, 67, 163 roles of, 1–3, 15–17, 142–143 taken-for-granted, thought patterns and, 17–18 Latinos capital building examples, 77–78 English competence, 74–76 indigenous characterizations, 65–66 loan statistics, 117(n29) metaphors for, 22 othering of, 56–57, 63 Lau v Nichols, 27–28 Lindsay, R., 27 Location, 149–151 Mainstream as term, 107 Male dominance, 132 See also Gender bias Marginalization, 53 Marked identities, 58–62 Maya people, 16–17 Mental models, 103 Meritocracies, 96–97, 104, 109 Metacognitive awareness, 46 Metaphors, 15, 17, 21–23, 31–32, 136–137, 167–168 Mexicans economic/academic positioning, 99–100 exceptionalizing, 98 presidential speeches, 65–66 Mimicry, 55 Modeling behaviors, 44–46 Model minority stereotypes, 71, 98 Multilingual societies, 18 Narratives, 85–86 Native American example, 100 Native speakers, 61–62 NCLB (No Child Left Behind), 102, 104–105, 115, 128–129 Negative halo effect, 97–98 New student example, 72–73 No Child Left Behind (NCLB), 102, 104–105, 115, 128–129 Index——181 Non-Hispanic Whites, 99–100, 120 Non-native speakers, 61–62 Normalcy See Othering Normalizing discourse, 101, 124, 129–134, 138, 148 North, Connie, 27–28 Numbers See Evidence culture; Statistical data Obama, Barack, 106–108 Objectives, 12–13, 164–165 Observation of educators, 46–47 Ogbu, John, 69, 71 Omissions, 30, 38 Opposites, 37 Order of lists, 133–135 Othering alternative activities, 63–67 and identities, 50 defined, 49–50 harmful effects of, 52–58, 67, 68 power positions and, 55–58, 67 recognizing, 58–62 reframing examples, 62–63 summary, 67–68 Outsiders, 37 Overview of chapters, 12 Paraphrasing examples, 41, 152–153 Parent Teacher Organizations, 167 Patriarchal values, 132 Patterns, 38–39, 71 Personalization of data, 84–86 Physical realities, 18–19 Plato, 121 Polarizing discourses, 22–24, 37, 61–62 Political correctness, 4–5, 20, 57 Possibility, language of, 24–25, 63, 67, 163 Postponement of solutions, 88–89 Power, 2–3, 9, 21, 25, 30–32, 35, 41–42, 50, 55–58, 67, 70, 97, 156, 158, 163–164, 168, Prejudice abstracting, 70–74 communicative model, 74–86 defined, 72 disruption activities, 90–91 summary, 91 Presumptions, 38 Professional development vignette, 44–46 Proficiency statistics, 81–82, Profiles of students, 85–86 Proximity pronouns, 60 PTO activities, 167 Quotes, 43–44 Racialized hierarchies, 127 Racism, 100–101, 103–104 Reality and language, 18–20 Recognition justice, 27–28 Redistribution justice, 27–28 Reformulation, 41, 152–153 Reframing strategies, 41, 63, 151–152 Remedial classes, 125 Representation issues, 135–136 Republic, The, 121 Respect, 44–46 Robins, K., 27 Said, Edward, 50 Santa Ana, Otto, 22, 24 Sapir, Edward, 17–18 Sapir-Whorf hypothesis, 32(n4) Scapegoats, 105 182——The Power of Talk Schön, Donald, 145 “School boy” label, 155–156 School funding, 105 School reform, 2, 167 Self-monitoring, 143–146, 165–166 Shi-Xu, 35 Silences, 109–110, 112, 130–131 Single parent families, 131–132 Skin color labels, 16 Slurs, 43 Snap decisions, 72–74, 88, 89 Snow example, 32–33(n6) Social capital, 76–77 Social justice, 26–29 Social processes, 38–39 Social security numbers, 71 Social skills, 125 Socioeconomic issues, 76, 99–102, 110–111 Socratic seminar, 90–91, 92(n13) Southern accents, 53–54 Spanish language, 18 Speech community, 29–30 Statistical data, 81–82, 82, 84–86 Stereotypes, 52–53, 71, 74, 96, 98 Stratifying discourse contextual factors, 121–127 defined, 120 disruption activities, 136–138 examples, 119–120 recognizing, 128–133 revising, 133–136 summary, 138–139 Student profiles, 85–86 Students’ capital, 76–79 Subordination, 120, 131–136, 142 Substitution of language, 143–146 Taken-for-granted language, Talk strategies, 148–153 Tax relief metaphor, 21–22 Teaching English to Speakers of Other Languages (TESOL), 61–62 Teaching with Critical Language Awareness, 42–43 Teamwork models, 44–46 Terrell, R., 27 Test scores, 70–71 Theories of action, 145 Thoughtful inaction, 156–158 Thought patterns, 17–18 Tracking, 124–126 Transformation, transformative, 1, 4, 11, 15, 21, 24–25, 29, 31, 44, 76, 110, 164–165, 167 Trees and forest analogy, 38–39 Troyna, B., 142 Uncle concept, 19–20 Unequal resources, 105 University Council for Educational Administration, 117(n28) Unmarked identities, 58–62 Us/them constructions, 22–24 See also Othering Utterances and beliefs, 146–148 Valdez, Guadalupe, 75 Van Dijk, Teun, 53 Varenne, Herve, 22 Variation of order, 135 Vietnamese community, 78–79 Violence, metaphors of, 167–168 Vision, 25 Index——183 We pronouns, 45 Whites, non-Hispanic, 99–100, 120 Whorf, Benjamin, 17–18, 32(n4) Will to confront, 157–158 Women’s movement, 20–21 Word choices, 106–109 Work ethic as term, 108–109 Workplace language activity, 64–65 Zero tolerance, 154 The Corwin logo—a raven striding across an open book—represents the union of courage and learning Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.” ... invite others to think about the way they talk, rather than to blame or shame others Chapter 8: “Conclusion: The Power of Talk brings together all themes, concepts, and skills, summing up the book,... Singapore 048763 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Briscoe, Felecia The power of talk : how words change our lives / Felecia Briscoe, Gilberto... OVERVIEW OF THE CHAPTERS For those who are interested in a specific topic or want to see the way the book unfolds we provide a brief overview of each of the chapters 12— The Power of Talk Chapter