English And Ethnicity

The Idea of English Ethnicity “Robert Young has written a compelling and thorough textual history of English ethnicity and its discursive relation to the history of racial theory. Comprehensive, carefully considered, and clearly written, this book sets the standard against which any future study of Englishness will be assessed. The bar has been lifted a couple of notches higher.” David Theo Goldberg, University of California “What is Englishness?, Robert J. C. Young asks, and in The Idea of English Ethnicityhe offers an impressively well-researched and eminently readable answer.” Werner Sollors, Harvard University

This book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.

Table of contents

This volume examines the complex interaction between the English language and the construction of ethnicity in the global English-speaking world. The essays demonstrate that the constructs of both English and ethnicity are contested sites of identity formation.

Part sociolinguistic, part ethnographic, this book takes up the neglected question of how ethnic division interacts with variation and change in Northern Irish English. It identifies an idealised folk model of harmonious communities, in spite of the social divide and open conflict that have long affected the region; this model affects daily life and sociolinguistic studies alike. A reading of sociolinguistic studies from the region reveals ethnolinguistic differentiation. Qualitative analysis of material from (London)Derry shows people often stressing tolerance in their community, while accounts of their activities contain evidence of ethnic division and strife. Quantitative analysis charts six changes in (London)Derry English. Variation correlates to varying degrees with age, ethnicity, class, sex and social network. The ethnic dimension, while not the most important parameter in all cases, plays a role in relation to all the changes examined.

In Ethnicity in the Mainstream she argues that Canadian English culture is indeed carnivalesque and, like that of other ethnic groups, is selected, emergent, and invented, not appropriated intact from the old world. She also explores uses of power in contexts of ethnic expression.

Inspired by debates among political scientists over the strength and depth of the pre-modern roots of nationalism, this study attempts to gauge the status of ethnic identities in an era whose dominant loyalties and modes of political argument were confessional, institutional and juridical. Colin Kidd's point of departure is the widely shared orthodox belief that the whole world had been peopled by the offspring of Noah. In addition, Kidd probes inconsistencies in national myths of origin and ancient constitutional claims, and considers points of contact which existed in the early modern era between ethnic identities which are now viewed as antithetical, including those of Celts and Saxons. He also argues that Gothicism qualified the notorious Francophobia of eighteenth-century Britons. A wide-ranging example of the new British history, this study draws upon evidence from England, Scotland, Ireland and America, while remaining alert to European comparisons and influences.

The unique contribution of this book is to bring together Critical Race Theory and narrative inquiry and apply them specifically to a largely overlooked area of experience within the field of TESOL: What does it mean to be a TESOL professional of color? To address this question, TESOL professionals of color from all over the world, representing a wide range of racial, ethnic, and cultural backgrounds, offer accounts of their own experiences, responding to two related questions: *Can you identify critical events or conditions in your personal or professional life that are the result of you being a person of color that affect who you are now and what you do as a TESOL professional of color? *What have you learned from these events or conditions that have had a bearing on your life as a TESOL professional of color? Color, Race, and English Language Teaching: Shades of Meaning is intended for researchers, professionals, and students in the field of English language teaching. The book is designed as a text for MATESOL programs and courses that deal with issues of language, culture, and teaching. The introduction presents a brief overview of relevant aspects of Critical Race Theory, narrative inquiry, and educational research. Focus questions for each chapter are included to help readers apply aspects of the narratives to their own experience.