2023 article
Language & Social Justice in the United States: An Introduction
Wolfram, W., Hudley, A. H. C., & Valdes, G. (2023, August 1). Language & Social Justice in the United States: An Introduction. DAEDALUS, Vol. 152, pp. 5–17.
open access via direct.mit.edu (publisher PDF)
UN Sustainable Development Goal Categories
4. Quality Education
(Web of Science)
10. Reduced Inequalities
(OpenAlex)
Source: Web Of Science
Added: September 18, 2023
In recent decades, the United States has witnessed a noteworthy escalation of academic responses to long-standing social and racial inequities in its society. In this process, research, advocacy, and programs supporting diversity and inclusion initiatives have grown. A set of themes and their relevant discourses have now developed in most programs related to diversity and inclusion; for example, current models are typically designed to include a range of groups, particularly reaching people by their race/ethnicity, sexual orientation, religious affiliation, gender, and other demographic categories. Unfortunately, one of the themes typically overlooked, dismissed, or even refuted as necessary is language. Furthermore, the role of language subordination in antiracist activities tends to be treated as a secondary factor under the rubric of culture. Many linguists, however, see language inequality as a central or even leading component related to all of the traditional themes included in diversity and inclusion strategies.1 In fact, writer and researcher Rosina Lippi-Green observes that “Discrimination based on language variation is so commonly accepted, so widely perceived as appropriate, that it must be seen as the last back door to discrimination. And the door stands wide open.”2 Even academics, one of the groups that should be exposed to issues of comprehensive inclusion, have seemingly decided that language is a low-priority issue. As noted in a 2015 article in The Economist: