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Beyond Ebonics: Linguistic Pride and Racial Prejudice


reviewed by Rodney Hopson — 2002

coverTitle: Beyond Ebonics: Linguistic Pride and Racial Prejudice
Author(s): John Baugh
Publisher: Oxford University Press, Oxford
ISBN: 0195120469, Pages: 192, Year: 2000
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If issues couched in terms of language come to the fore in the United States in ways not now expected, now is the time to build the knowledge needed to understand them when they arise. (Hymes, 1983:190) Within our educational and social life in the United States, we take language issues for granted. Why, in our nation where E Pluribus Unum reigns, should we be concerned with language issues when our predominant American culture promotes English? Is it not clear that standard English is the key to economic and social prosperity in the United States, particularly where education is concerned? What exactly was all the hoopla regarding Ebonics anyway; wasn’t it just a miscalculated attempt for a school district to receive federal monies? And after four years after the Ebonics controversy, why are we still talking about it? On one hand, these questions reveal the assumptions we make about language and education in the general socio-academic life of most learners who matriculate through our American schooling arena, assumptions... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 111-118
http://www.tcrecord.org ID Number: 10736, Date Accessed: 12/13/2017 12:05:08 PM

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About the Author
  • Rodney Hopson
    Duquesne University School of Education
    E-mail Author
    Rodney K. Hopson is an assistant professor in the School of Education, Department of Foundations and Leadership and faculty member in the Center for Interpretive and Qualitative Research (CIQR), Duquesne University. During the January – February 2001 academic year, he is a J.William Fulbright Senior Scholar and visiting professor in the Faculty of Education, Department of Foundations and Management, University of Namibia. His research interests include social politics and policies, foundations of education, sociolinguistics, and ethnographic evaluation research. Relative to this varied research capability, Dr. Hopson’s scholarship capitalizes his educational evaluation and linguistics doctoral and postdoctoral training toward the analysis of social and educational conditions that affect marginalized and underrepresented groups in the United States and abroad. His work explores conceptual themes and frameworks that address the impact of cultural hegemony and social reproduction and fulfillment of democratic and equitable social change vehicles throughout society.
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