Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics

Autor/in	Kubota, Ryuko
Titel	Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics
Quelle	In: Applied Linguistics, 41 (2020) 5, S.712-732 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amz033
Schlagwörter	Racial Bias; Sociolinguistics; Educational Practices; Epistemology; Racial Differences; Females; Minority Group Teachers; Competition; Developing Nations; Whites; Disadvantaged; Risk; Feminism; Blacks; Ethics; College Faculty; Citations (References); Accountability; Foreign Policy; Applied Linguistics; Language Research + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Soziolinguistik; Bildungspraxis; Erkenntnistheorie; Rassenunterschied; Weibliches Geschlecht; Wettkampf; Developing country; Developing countries; Entwicklungsland; White; Weißer; Risiko; Feminismus; Black person; Schwarzer; Ethik; Fakultät; Citations; Zitat; Verantwortung; Außenpolitik; Linguistics; Linguistik; Angewandte Linguistik; Sprachforschung
Abstract	Recent scholarship in sociolinguistics and language education has examined how race and language intersect each other and how racism influences linguistic and educational practices. While racism is often conceptualized in terms of individual and institutional injustices, a critical examination of another form of racism--epistemological racism--problematizes how racial inequalities influence our knowledge production and consumption in academe. Highlighting the importance of the intersectional nature of identity categories, this conceptual article aims to draw scholars' attention on how epistemological racism marginalizes and erases the knowledge produced by scholars in the Global South, women scholars of color, and other minoritized groups. In today's neoliberal culture of competition, scholars of color are compelled to become complicit with white Euro-American hegemonic knowledge, further perpetuating the hegemony of white knowledge while marginalizing women scholars of color. Valorizing non-European knowledge and collectivity as an alternative framework also risks essentialism and male hegemony. Conversely, the ethics promoted by black feminism emphasizes a personal ethical commitment to antiracism. Epistemological antiracism invites scholars to validate alternative theories, rethink our citation practices, and develop critical reflexivity and accountability. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01