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Names in Stone
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The Forgotten Borough
What sets Staten Island apart from the rest of New York City? The island’s identity has in part been defined in opposition to the city, its physical and cultural differences, and the perception of neglect by city government. It has long been whiter, wealthier, less populated, and more politically conservative. And despite many attempts over the years, Staten Island is not connected by the subway to any of the other four boroughs. Kenneth M. Gold argues that the lack of a subway connection has deeply shaped Staten Island’s history and identity. He chronicles decades of recurrent efforts to build a rail link, using this history to explore the borough’s fraught relationship with New York ...
The Weaponizing of Language in the Classroom and Beyond
In this edited volume, language weaponization — or the weaponization of language — is used to describe the process in which words, discourse, and language in any form can be used to inflict harm on others. The term harm is of vital importance because it refers to how specific groups of people are affected by ideologies and practices that normalize inequity and injustice in their environments. The contributions in this book explore how language ideologies, practices, and policies can physically, emotionally, socially, and/or economically disadvantage or harm minoritized individuals, as well as their cultures and languages.
House documents
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Literacy Autobiographies from the Global South
Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners’ and teachers’ sense of self in ever expanding dialogical spaces. In addition to highlighting teachers’ own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development. Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.
