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Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society

Anthropology and African American Studies (2005–2006) at the University of California, Los Angeles, and an Assistant Professor at New York University’s Steinhardt School of Education. He can be contacted at UCLA, Department of Anthropology, 341 Haines Hall, Box 951553, 375 Portola Plaza, Los Angeles, CA 90095-1553; h.samy.alim{at}gmail.comHis areas of specialization include Black language, literacy and literature, ethnographic and sociolinguistic studies of Hip Hop Culture and Hip Hop Nation Language, and the street language and verbal art of Egyptian youth in Cairo

As scholars examine the successes and failures of more than 50 years of court-ordered desegregation since Brown v. Board of Education of Topeka, Kansas, and 25 years of language education of Black youth since Martin Luther King Elementary School Children v. Ann Arbor School District Board, this article revisits the key issues involved in those cases and urges educators and sociolinguists to work together to revise pedagogies. After reviewing what scholars have contributed, the author suggests the need for critical language awareness programs in the United States as one important way in which we can revise our pedagogies, not only to take the students’ language into account but also to account for the interconnectedness of language with the larger sociopolitical and sociohistorical phenomena that help to maintain unequal power relations in a still-segregated society

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