Document Type
Article
Abstract
In most education systems, African American Vernacular English is not considered a language or variety of English and students who speak it are coerced into using Standard American English only. Using autoethnographic methodology I examine my personal language navigation and negotiation of Standard American English and the oppression of language and identity that accompanied it. I use storytelling to draw the reader into my childhood memories and the drifting away of my first language. As a young student and English as a Second Language teacher I have learned from these experiences and share strategies so that others may successfully reduce language oppression.
Creative Commons License
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Recommended Citation
Westbrooks, Lisa M.
(2018)
"Skooz be Hat’in: My Story Navigating and Negotiating Standard American English,"
Pedagogy and Theatre of the Oppressed Journal: Vol. 3, Article 3.
Available at:
https://scholarworks.uni.edu/ptoj/vol3/iss1/3
Included in
Critical and Cultural Studies Commons, Education Commons, Theatre and Performance Studies Commons
