Scholarlink

Adopting reflective positionalitiesPositionalities and participating to decolonize academic writingAcademic writing, we use autobiographical writingAutobiographical writing in this chapter as the testimony of subjective experiences has the power to display (the journey to) embodied theorizing. We try to illuminate our understanding of our journey through language, including the sets of beliefs we were raised with; we identify what we did not study in our higher education curricula in the Language sciences and Language education, and what would have helped us to understand social injustice and the discrimination that we face. We show that sets of beliefs we were raised with in France, particularly about meritocracy for upward social mobility in a color-blind country, and the tendency to analyze sociolinguistic issues only through the lens of class, all prevented critical thinking about ethno-racial discrimination, both in the field and within academia. As a dialogue, each section of this chapter is divided into two parts with each of us sharing their personal points of view. We first trace our journeys through language and social injustice from childhood to university before focusing on meritocracy and success but also discrimination we witnessed and experienced within academia.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Finding a Voice in Academia When One’s Experience Is Contrary to What One has Learned. Intertwined Personal Narratives About Social Justice and Meritocracy Ideologies in a Color-Blind Context

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

查看全文
  • Isabelle Léglise,
  • Suat Istanbullu

摘要

Adopting reflective positionalitiesPositionalities and participating to decolonize academic writingAcademic writing, we use autobiographical writingAutobiographical writing in this chapter as the testimony of subjective experiences has the power to display (the journey to) embodied theorizing. We try to illuminate our understanding of our journey through language, including the sets of beliefs we were raised with; we identify what we did not study in our higher education curricula in the Language sciences and Language education, and what would have helped us to understand social injustice and the discrimination that we face. We show that sets of beliefs we were raised with in France, particularly about meritocracy for upward social mobility in a color-blind country, and the tendency to analyze sociolinguistic issues only through the lens of class, all prevented critical thinking about ethno-racial discrimination, both in the field and within academia. As a dialogue, each section of this chapter is divided into two parts with each of us sharing their personal points of view. We first trace our journeys through language and social injustice from childhood to university before focusing on meritocracy and success but also discrimination we witnessed and experienced within academia.