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Master's Thesis: Linguistic and Educational Equity Through Culturally Sustaining Curriculum Black Language in a Memphis, TN School

Eilers, Alyssa Marguerite
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Eilers, Alyssa Marguerite
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African American Vernacular English—Study and teaching—Tennessee—Memphis, Education—Social aspects—Tennessee—Memphis, Language and culture—United States, Culturally relevant pedagogy—United States, Discrimination in education—United States
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Aly Eilers Final Draft.pdf
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https://hdl.handle.net/10267/36854
Abstract
This thesis proposes a month-long curriculum, drawing from culturally sustaining pedagogy, for eighth-grade students at The Soulsville Charter School in Memphis, Tennessee, to investigate the interrelations between language, identity, power, and justice. Specifically, students will accomplish this through linguistic understanding and analysis of Black Language (frequently referred to as African American Vernacular English) and White Mainstream English (frequently called standard or dominant English), culminating in the participation in a Socratic seminar discussing language and justice. This research is founded upon the work, most notably, of April Baker-Bell and Lisa Delpit, among many other linguistic and educational researchers.
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