This month we published Antisocial Language Teaching by JPB Gerald. In this post, the author explains why the time is ripe for his book to be released.
Anyone who is affiliated with language education in some capacity is likely aware that there are issues in the field. Depending on your vantage point and level of progressiveness, those issues generally include hierarchical and exclusionary practices such as native-speakerism, so-called “accent reduction”, and the policies that descend from raciolinguistic ideologies, or the association of deficient language with marginalized racial groups. We language scholars and practitioners have, in articles and presentations and books, been trying to address these issues for decades now, and yet many of these barriers remain firmly in place. In my new book, Antisocial Language Teaching: English and the Pervasive Pathology of Whiteness, I make the argument for why we seem to be so ideologically stubborn.
Simply put, all of the issues above – to which you can add the ravages of capitalism and the way that colonialism continues to shape our field – are tied to the belief that certain people and groups are inherently disordered and in need of correction. My own research is based around the intersection of race, disability, and language, but, though it does not factor into my book, you can add religion and gender and other axes of oppression to this as well. Unfortunately, we have been forced to reform our field inch by inch, focusing on intertwined issues separately and thus leaving the overall harmful structure in place. As a rhetorical device, I use the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (aka DSM-5) to make the point that the way our field was built and is currently maintained could be classified as deeply disordered and only isn’t because of who currently benefits from the system as is; more specifically, I map the seven criteria of antisocial personality disorder onto the connection between whiteness, colonialism, capitalism, and ableism and how these and other -isms harm the vast majority of the students – and educators – in the field of language teaching. Whether you end up agreeing with my argument or not, I do hope you give the book a chance to both inform and entertain you, for I believe that our discipline’s conversation has yet to feature the particular angle I am putting forth, and I also believe that we will never get out of our current cycles if we don’t try something radically different, a vision I put forth towards the end of the work.
The book has just been released, and if you are interested, you can order it here. If you’d like to have a good faith conversation with me about the issues, feel free to find me on twitter: @JPBGerald.
JPB Gerald, EdD, is a graduate of the Instructional Leadership program from CUNY – Hunter College in New York, USA. He works in professional development for a not-for-profit organization.
For more information about this book please see our website.
If you found this interesting, you might also like Bilingualism for All? edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu.