Language

We believe languages, language varieties, and community literacies are developed over time in social and cultural communities. Language is tied to identity, history, and place. Language is how we construct selves and communities and how others construct understandings about us through linguistic ideologies.

Race

We believe language and literacies construct self and community. These identities are a part of the systems of power, privilege, and ideologies that shape the way language is used, heard, and understood. We foreground “race” rather than “identity” to ensure the racialization of language is explicit in our understandings of language and literacies.

History

We believe language and literacies are ever evolving over time. Understanding languages’ and literacy practices’ power in (re)constructing self and community is intertwined with long histories. We understand studying language and community literacies means studying the past, present, and potential futures of self and community becoming.

Place

We believe language is used in geographic spaces whose histories have shaped and reshaped language, literacy practices, and conceptions of justice. We believe language and literacy practices are place-based: they hold the most meaning and potential for the space in which they are developed and used.

Empathy

The heart represents our shared belief that that work is not just logical, but also affective or emotional. We are currently studying ethics of empathy, care, and love to better understand and define its role in our work.

Identities

We believe as we grow in understanding our languages, races, histories, and places in the world, our identities are also developed, changed, and sustained. This is represented by the individual dots growing and coming together.

Communities

We believe that as individual identities are developed, changed, and sustained, they come together to form unique communities throughout Georgia. These communities are sustained through community language and literacy practices. This is represented by the individual dots becoming an orange circle.

Here are a few of the seminal articles and books the Linguistic Justice Collaborative have studied and discussed to create our theoretical framework:

Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.

Caraballo, L., Lozenski, B. D., Lyiscott, J. J., & Morrell, E. (2017). YPAR and critical epistemologies: Rethinking education research. Review of Research in Education, 41(1), 311-336.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149

Hudley, A. H. C., Mallinson, C., & Bucholtz, M. (2020). Toward racial justice in linguistics: Interdisciplinary insights into theorizing race in the discipline and diversifying the profession. Language, 96(4), e200-e235.

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Sánchez, L., & Honeyford, M. (2021). Creating critically engaged classrooms through community literacies. Journal of Adolescent & Adult Literacy, 9-15.

Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-428.

And many, many more. Here is an ever evolving reading and listening list that our collaborators recommend with examples on how we translate them into teaching resources: Language and Linguistic Justice Resources