https://www.city-journal.org/african-american-viewpoint-diversity-in-academia
Has this ever happened to you?
You proudly embrace your individuality and freedom of speech, but you work in an environment in which people who neither know you nor agree with your viewpoints are responsible for representing you solely because they look like you. The world treats these “spokespeople” as the de facto experts on what you are all about; when you express a viewpoint that does not align with theirs, they and their listeners see you as an aberration or a misguided soul. Then people start to see you as inauthentic or a cautionary tale of what can happen when someone does not abide by the rules and mandates of the spokespeople.
It is currently happening to me. I’m black, a professor of rhetoric, my environment is academia, and the aforementioned spokespeople are those who insist that they speak for all black academics, if not all blacks, generally. Though such keepers of black authenticity can be found in many places, they present themselves in my field, rhetoric and composition, as proponents of “black linguistic justice.”
What is “black linguistic justice?” It’s the idea that making black students write in standard English is inherently racist. Black students should be allowed to write in “black English.” A manifesto, titled “This Ain’t Another Statement! This is a Demand for Black Linguistic Justice!” seeks change that it insists will liberate black students from the tyranny of thesis statements and the third-person point of view. The manifesto declares:
As language and literacy researchers and educators, we acknowledge that the same anti-Black violence toward Black people in the streets across the United States mirrors the anti-Black violence that is going down in these academic streets.
The hyperbolic statements and dramatic metaphors (academic streets?) don’t stop there. In a separate preface, a prominent black scholar in my field writes about black linguistic justice immediately in the aftermath of the killing of George Floyd:
For too long, our field has tolerated and even supported (tacitly or worse) writing programs and literacy teaching, particularly writing instruction, that accede to linguistic racism, to white linguistic supremacy, a supremacy that has kneed the necks of Black speech and Black writing forms through such pedagogies as code-switching or contrastive analysis or write-this-way-here and yo-own-way-there.