Curriculum Mode: Report
Curriculum Mode: Report
Length: 5000 words
The following structure is recommended:
Title page
Enhancing Energy Efficiency and Comfort in Residential Housing: Exploring the Impact of Phase Change Materials in Glazing Systems
Executive Summary (300 words) - The focal points of the final report should be summarised for the Executive Summary, mentioning aim, focus of literature review, methods of research and analysis, the findings, and implications.
An excellent, clear and concise Executive Summary that covers all required information.
Table of contents
TOC h u z t "Heading 1,1,Heading 2,2,Heading 3,3,Heading 4,4,Heading 5,5,Heading 6,6,"Executive Summary1
Table of contents1
Introduction1
Background3
Approach/Method3
Results/Findings and Discussion3
Conclusion and Recommendations3
References4
Introduction (600 words) (Aims/objectives included) - This is the frame within which the reader reads the rest of the report. This is similar to what you developed as the proposal. It should first provide background information and the rationale for the research. Then, it should build an argument for the research and present research problem with aim and objectives. Also, it should include brief sections on methodology and an outline of subsequent sections.
An excellent introduction with detailed background, rationale for the research problem, clear aim and objectives together with a clear and concise methodology. Clear, concise and insightful research problem/ questions. The work is both very highly significant and original.
Background/literature review (1000 words) Students can continue from their initial problem and improve, revise and summarise from BLDG Construction Research Methods - Literature Review. Students need to do a new Literature Review if the problem/topic is changed and approved by supervisor.
Locates all key authors in the field with a wide range of references specific to the topic; Insightfully compares and contrasts the different authors views and conclusions on the topic; Synthesis of the current literature offers some new insights into current knowledge. Identifies all the gaps and highlights the significance of the research.
Approach/Method (500 words) - This section should provide an explanation on selection of research approach/methods and tools.
Insightfully identifies a valid research approach/methods and study design with a comprehensive justification for the choice; Insightfully identifies appropriate data collection and analysis methods; Explains exceptionally the actual research process carried out.
Results/Findings and Discussion (2000 words)
Data collected very effectively for the analysis; Data presented exceptionally utilising effective data display techniques; Data interpreted very critically and logically by linking excellently to research problem/ questions and the literature.
Conclusion and Recommendations (600 words) (Recommendations to Industry and future research directions to be included)
Exceptionally presented closely-reasoned conclusions; Excellent identification of implications to industry. Demonstrates a thorough understanding of the researched field.
References (not word counted, minimum of 15 references)
Abden, MJ, Tao, Z, Alim, MA, Pan, Z, George, L & Wuhrer, R 2022, Combined use of phase change material and thermal insulation to improve energy efficiency of residential buildings, Journal of Energy Storage, vol. 56, p. 105880.
Aditya, L, Mahlia, TMI, Rismanchi, B, Ng, HM, Hasan, MH, Metselaar, HSC, Muraza, O & Aditiya, HB 2017, A review on insulation materials for energy conservation in buildings, Renewable and Sustainable Energy Reviews, vol. 73, no. 1364-0321, pp. 13521365, viewed 20 August 2023, <https://www.sciencedirect.com/science/article/pii/S1364032117302484>.
Bambrook, SM, Sproul, AB & Jacob, D 2011, Design optimisation for a low energy home in Sydney, Energy and Buildings, vol. 43, no. 7, pp. 17021711.
Goia, F 2012, Thermo-physical behaviour and energy performance assessment of PCM glazing system configurations: A numerical analysis, Frontiers of Architectural Research, vol. 1, no. 4, pp. 341347.
Grynning, S, Goia, F, Rognvik, E & Time, B 2013a, Possibilities for characterization of a PCM window system using large scale measurements, International Journal of Sustainable Built Environment, vol. 2, no. 1, pp. 5664.
Grynning, S, Gustavsen, A, Time, B & Jelle, BP 2013b, Windows in the buildings of tomorrow: Energy losers or energy gainers?, Energy and Buildings, vol. 61, pp. 185192.
Haase, M & Amato, A 2009, An investigation of the potential for natural ventilation and building orientation to achieve thermal comfort in warm and humid climates, Solar Energy, vol. 83, no. 3, pp. 389399.
Khudhair, AM & Farid, MM 2004, A review on energy conservation in building applications with thermal storage by latent heat using phase change materials, Energy Conversion and Management, vol. 45, no. 2, pp. 263275.
Kim, G, Lim, HS, Lim, TS, Schaefer, L & Kim, JT 2012, Comparative advantage of an exterior shading device in thermal performance for residential buildings, Energy and Buildings, vol. 46, pp. 105111, viewed 19 August 2023, <https://www.sciencedirect.com/science/article/pii/S0378778811005032>.
Manz, H, Egolf, PW, Suter, P & Goetzberger, A 1997, TIMPCM external wall system for solar space heating and daylighting, Solar Energy, vol. 61, no. 6, pp. 369379.
MarketsandMarkets 2014, Advanced Phase Change Material (PCM) Market Worth $1,472 million by 2019, www.prnewswire.co.uk, viewed 18 August 2023, <https://www.prnewswire.co.uk/news-releases/advanced-phase-change-material-pcm-market-worth-1472-million-by-2019-285629741.html>.
Osterman, E, Tyagi, VV, Butala, V, Rahim, NA & Stritih, U 2012, Review of PCM based cooling technologies for buildings, Energy and Buildings, vol. 49, pp. 3749.
Reardon, C, McGee, C, Milne, G & Marlow, A 2020, Thermal mass | YourHome, www.yourhome.gov.au, viewed 5 October 2023, <https://www.yourhome.gov.au/passive-design/thermal-mass#:~:text=or%20recycled%20brick.->.
Silva, T, Vicente, R & Rodrigues, F 2016, Literature review on the use of phase change materials in glazing and shading solutions, Renewable and Sustainable Energy Reviews, vol. 53, pp. 515535.
Soares, N, Costa, JJ, Gaspar, AR & Santos, P 2013, Review of passive PCM latent heat thermal energy storage systems towards buildings energy efficiency, Energy and Buildings, vol. 59, pp. 82103, viewed 5 October 2023, <https://www.sciencedirect.com/science/article/pii/S0378778813000157>.
Tatsidjodoung, P, Le Pierrs, N & Luo, L 2013, A review of potential materials for thermal energy storage in building applications, Renewable and Sustainable Energy Reviews, vol. 18, pp. 327349.
Wang, T-P, Wang, L-B & Li, B-Q 2013, A model of the long-wave radiation heat transfer through a glazing, Energy and Buildings, vol. 59, pp. 5061.
Zhu, N, Ma, Z & Wang, S 2009, Dynamic characteristics and energy performance of buildings using phase change materials: A review, Energy Conversion and Management, vol. 50, no. 12, pp. 31693181.
SO wrong! Why John Humphrys is in a rage at such a little word after it invades everyday speechThe Today programme presenter declared war on the use of the word 'so'He is seeking to ban it from being used at the beginning of a sentenceMr Humphrys branded it a noxious weed that invades everyday speechWith the task of informing the nation from his seat on the Today programme, John Humphrys language has reason to be precise.
It may therefore be little surprise that the Radio 4 presenter, 71, is determined to hold the rest of the population to the same exacting standards.
He is seeking to ban the word so from being used at the beginning of a sentence, branding it irritating, absurd and a noxious weed that has invaded everyday speech.
Writing in his column in Waitrose Weekend magazine, he said: So I am beginning this sentence with a word that is so irritating when its used at the start of a sentence that I would understand if you were to rip out this column, screw it into a tight ball and hurl it at the radio the next time you hear my voice coming from it.
'But better to horde your anger and unleash it against the growing band of linguistic vandals, who use this absurd construction routinely especially when they are asked a question.
He blamed the rise of so on bumbling academics who use it perhaps to buy a bit of time when theyre not quite sure how to answer the question. However, he lamented that: Now the misplaced so has invaded everyday speech like some noxious weed in an untended garden.
Mr Humphrys has earned a reputation for being a pedant when it comes to the use of English. Last year, he threw down a gauntlet to fellow broadcaster Melvyn Bragg, 75, accusing him of speaking like newspaper headlines in history show In Our Time.
On Radio 4 show Broadcasting House he criticised Mr Braggs use of the historic present tense, claiming: It gives a bogus, an entirely bogus, sense of immediacy; it is irritating, it is pretentious.
In 2007, he was left irate when the Oxford English Dictionary removed the hyphen from 16,000 words. He blamed in on the relentless onward march of the texters, the SMS (Short Message Service) vandals who are doing to our language what Genghis Khan did to his neighbours eight hundred years ago. They are destroying it: pillaging our punctuation; savaging our sentences; raping our vocabulary. And they must be stopped.
However, it must be noted that in the article where he complains about this lack of hyphenation, Mr Humphrys is himself guilty of beginning sentences with the word so.
Then there was the occasion when he declared in his book, Beyond Words: How Language Reveals the Way We Live Now, that: Word by word, we are at risk of dragging our language down to the lowest common denominator and we do so at the cost of its most precious qualities: subtlety and precision. If were happy to let our common public language be used in this way, communication will be reduced to a narrow range of basic meanings.
At least in his latest campaign, he is mildly hopeful of success, buoyed by the support of his Today listeners. He writes: My Today mailbox suggests that the fight-back has begun. Angry listeners are demanding that something must be done. Chesterton might have had other matters in mind in his rousing poem The Secret People, but let those corrupters of language take heed of what he wrote: We are the people of England and we have not spoken yet.
He can also count on the backing of Dr Bernard Lamb, president of the Queens English Society, who said: I think [the use of so at the beginning of a sentence] is a sign of someone who is not particularly fluent, its fulfilling the function of ummm and errrr and giving the person a bit longer. Its not being used as a conjunction to join things up, which is how it should be used. I think someone started doing it and then other people have begun slavishly copying it, it becomes fashionable. Its just carelessness, it doesnt have any meaning when used this way.
The opening to The Pier Falls by Mark Haddon (2016)
23 July 1970, the end of the afternoon. A cool breeze off the Channel, a mackerel sky overhead and, far out, a column of sunlight falling on to a trawler as if God had picked it out for some kind of blessing. The upper storeys of the Regency buildings along the front sit above a gaudy rank of coffee houses and fish bars and knick-knack shops with striped awnings selling 99s and dried seahorses in cellophane envelopes. The names of the hotels are writ large in neon and weatherproof paint. The Excelsior, the Camden, the Royal. The word Royal is missing an O.
Gulls wheel and cry. Two thousand people saunter along the prom, some carrying towels and Tizer to the beach, others pausing to put a shilling in the telescope or to lean against a balustrade whose pistachio green paint has blistered and popped in a hundred years of salt air. A gull picks a wafer from a dropped ice cream and lifts into the wind.
On the beach a portly woman hammers a windbreak into the sand with the heel of a shoe while a pair of freckled twins build a fort from sand and lolly sticks. The deckchair man is collecting rentals, doling out change from a leather pouch at his hip. No deeper than your waist, shouts a father. Susan? No deeper than your waist.
The air on the pier is thick with the smell of engine grease and fried onions spooned on to hot dogs. The boys from the ticket booth ride shotgun on the rubber rims of the bumper cars, the contacts scraping and sparking on the live chicken wire nailed to the roof above their heads. A barrel organ plays Strauss waltzes on repeat.
Nine minutes to five. Ozone and sea-sparkle and carnival licence.
This is how it begins.
A rivet fails, one of eight which clamp the joint between two weight-bearing girders on the western side of the pier. Five have sheared already in heavy January seas this year. There is a faint tremor underfoot as if a suitcase or a stepladder has been dropped somewhere nearby. No one takes any notice. There are now two rivets holding the tonnage previously supported by eight.
In the aquarium down by the marina the dolphins turn in their blue prison.
Twelve and a half minutes later another rivet snaps and a section of the pier drops by half an inch with a soft thump. People turn to look at one another. The same momentary reduction in weight you feel when a lift starts descending. But the pier is always moving in the wind and the tide, so everyone returns to eating their pineapple fritters and rolling coins into the shove-hapenny.
The noise, when it comes, is like the noise of a redwood being felled, wood and metal bending and splitting under pressure. Everyone looks at their feet, feeling the hum and judder of the struts. The noise stops and there is a moment of silence, as if the sea itself were holding its breath. Then, with a peal of biblical thunder, a wide semi-circle of walkway is hauled seaward by the weight of the broken girder underneath. A woman and three children standing at the rail drop instantly. Six more people are poured, scrabbling, down the half-crater of shattered wood into the sea. If you look through the black haystack of planks and beams you can see three figures thrashing in the dark water, a fourth floating face down and a fifth folded over a weedy beam. The rest are trapped underwater somewhere. Up on the pier a man hurls five lifebelts one after the other into the sea. Other holidaymakers drop their possessions as they flee so that the walkway is littered with bottles and sunglasses and cardboard cones of chips. A cocker spaniel runs in circles; trailing a blue lead.
This Aint Another Statement! This is a DEMAND for Black Linguistic Justice!
Conference on College Composition and Communication July 2020
This Aint Another Statement! This is aDEMANDfor Black Linguistic Justice!
As with previous CCCC/NCTE resolutions and position statements, we situate this demand in our current historical and sociopolitical context. Our current call for Black Linguistic Justice comes in the midst of a pandemic that is disproportionately infecting and killing Black people. We write this statement while witnessing ongoing #BlackLivesMatter protests across the United States in response to the anti-Black racist violence and murders of Breonna Taylor, George Floyd, Ahmaud Arbery, Tony McDade, and a growing list of Black people at the hands of the state and vigilantes. We are observing calls for abolition and demands to defund the police. We are witnessing institutions and organizations craft statements condemning police brutality and anti-Black racism while ignoring the anti-Black skeletons in their own closets. 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 (Baker-Bell, Jones Stanbrough, & Everett, 2017). In this current sociopolitical context, we ask: How has Black Lives Mattered in the context of language education? How has Black Lives Mattered in our research, scholarship, teaching, disciplinary discourses, graduate programs, professional organizations, and publications? How have our commitments and activism as a discipline contributed to the political freedom of Black peoples?
It is commonplace for progressive scholars and teachers today to acknowledge students multiple language backgrounds. In fact, CCCC/NCTE has created numerous resolutions and position statements related to language variety since the1974 Students Right to Their Own Language resolution,a response to the Black Freedom Movements and new research on Black Language of the time.
Though CCCC/NCTE has been active in the ongoing struggle for language rights, Kynard (2013) reminds us that the possibilities for SRTOL [were] always imagined, and yet never fully achieved [and this] falls squarely in line with our inadequate responses to the anti-systemic nature of the 60s social justice movements (p. 74). In reflecting on the current historical moment and movement for Black lives, Baker-Bell (2020) argues thatthe way Black language is devalued in schools reflects how Black lives are devalued in the world . . . [and] the anti-Black linguistic racism that is used to diminish Black Language and Black students in classrooms is not separate from the rampant and deliberate anti-Black racism and violence inflicted upon Black people in society (pp. 23).
As an organization that proclaims to apply the power of language and literacy to actively pursue justice and equity for all students and educators who serve them, we cannot claim that Black Lives Matter in our field if Black Language does not matter! We cannot say Black Lives Matter if decades of research on Black Language has not led to widespread systemic change in curricula, pedagogical practices, disciplinary discourses, research, language policies, professional organizations, programs, and institutions within and beyond academia! We cannot say that Black Lives Matter if Black Language is not at the forefront of our work as language educators and researchers! In our efforts to move toward Black Linguistic Justice, we build on the historical resolution/policymaking work within CCCC/NCTE that has laid the foundation for our discipline, but we want to be clear:This Aint Another Statement! This is aDEMANDfor Black Linguistic Justice!
DEMAND #1: We Demand that Teachers Stop Using Academic Language and Standard English as the Accepted Communicative Norm, which Reflects White Mainstream English!
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The language of Black students has been monitored, dismissed, demonizedand taught from the positioning that using standard English and academic language means success. Since these terms early inception, schools have upheld linguistic ideologies that continue to marginalize Black students. Socially constructed terms likeacademic languageandstandard Englishare rooted in white supremacy, whiteness, and anti-Blackness and contribute to anti-Black policies (e.g., English only) that are codified and enacted to privilege white linguistic and cultural norms while deeming Black Language inferior. The learning of standard English has historically been obligatory despite our knowledge that linguistic shaming and dismissal of Black Language has a deleterious effect on Black Language speakers humanity (Smitherman, 2006; Rickford & Rickford, 2000). We must acknowledge that Black students language education continues to perpetuate anti-Black linguistic racism (Baker-Bell, 2020) and creates a climate of racialized inferiority toward Black Language and Black humanity.
WeDEMANDthat:
teachers and researchers acknowledge that socially constructed terms such asacademic languageandstandard Englishare false and entrenched in notions of white supremacy and whiteness that contribute to anti-Black linguistic racism.
teachers STOP telling Black students that they have to learn standard English to be successful because thats just the way it is in the real world. No, thats not just the way it is; thats anti-Black linguistic racism. Do we use this same fallacious, racist rhetoric with white students? Will using White Mainstream English prevent Black students from being judged and treated unfairly based solely on the color of their skin? Make it make sense.
teachers reject negative perceptions of Black Language and no longer use racist linguistic ideologies that perpetuate hate, shaming, and the spirit murdering (Johnson et al., 2017) of Black students.
teachers and researchers reject anti-Black linguistic racism as a way to describe the deficit positioning of Black students use of Black Language.
teachers acknowledge and celebrate Black students use of Black Language in all its linguistic and cultural glory.
teachers and educational researchers champion linguistic justice (Baker-Bell, 2020).
DEMAND #2: We Demand that Teachers Stop Teaching Black Students to Code-Switch! Instead, We Must Teach Black Students about Anti-Black Linguistic Racism and White Linguistic Supremacy!
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We DEMAND that language and literacy researchers and educators stop the promotion of code-switching. This approach does not celebrate and love on Blackness and Black Language. In fact, when teachers force Black youth to code their language, it is a form of anti-Black linguistic racism. We DEMAND that language researchers and educators recognize that it is destructive and injurious to ignore the interconnection between language, race, and identity. As Black Language speakers and scholars, we dont encourage code-switching, because it places whiteness and White Mainstream English on a pedestal while showcasing Blackness and Black Language as inferior, lesser, and secondary. Instead, we encourage, utilize, and elevate the beauty and brilliance in Blackness and Black Language.
WeDEMANDthat:
teachers stop policing Black students language practices and penalizing them for using it in the classroom.
teachers stop utilizing eradicationist and respectability pedagogies (Baker-Bell, 2020) that diminish Black students language practices.
Black Language is acknowledged in the curriculum.
teachers are trained to recognize Black Language and work toward dismantling anti-Black linguistic racism in their curriculum, instruction, and pedagogical practices.
teachers stop promoting and privileging White Mainstream English, code-switching, and contrastive analysis at the expense of Black students. This is linguistically violent to the humanity and spirit of Black Language speakers.
teachers recognize that multiple languages can coexist (Young et al., 2014).
DEMAND #3: We Demand that Political Discussions and Praxis Center Black Language as Teacher-Researcher Activism for Classrooms and Communities!
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The historical processes of defining and pursuing CCCC/NCTE policies in relation to multilingualism have been vital to classrooms and communities.. However, teacher-researchers must keep pushing further and lay out the specificity of Black Language. Educators who research and support Black Language must move beyond merely understanding and codifying current scholarship, data-driven study, and linguistic analyses.They must be activists.Respect for Black Language fundamentally requires respect for Black lives, a political process that must inherently challenge institutions like schools whose very foundations are built on anti-Black racism. We DEMAND political discussions and praxis of Black Language as guided by the work of teacher-researcher-activists in classrooms and communities who stand against institutions that seek to annihilate Black Language + Black Life.
WeDEMANDthat:
researchers, educators, and policymakers stop using problematic, race-neutral umbrella terms likemultilingualism,world Englishes,translingualism,linguistic diversity, or any other race-flattened vocabulary when discussing Black Language and thereby Black Lives.
researchers, educators, influencers, and public scholars reject notions of a single nonmainstream language category that erases the linguistic, cultural, and political specificity of Black Language and Life struggles.
researchers, educators (in and out of schools), and activists frame Black Language struggles in historical and ongoing Movements for Black Lives.
ALL WORK related to Black Language and Black youth commit unequivocally to the freedom, dignity, and creativity of young Black peoples lives rather than demand more data extraction and labor from them.
researchers, scholars, educators, and all everyday Black folx center Black Language on its unique philosophies and survivances of Black Life rather than on a set of linguistic departures from a fictional, white norm.
researchers, scholars, educators, school/district/national leaders, administrators, and activists address anti-Blackness as endemic to how language functions, how English/education has been historically situated, and how college writing has been actively constructed.
DEMAND #4: We Demand Black Linguistic Consciousness!
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We DEMAND the cultivation of BlackLinguisticConsciousness. Raising Black Linguistic Consciousness requires place and space for divulging untold truths. This, in turn, prioritizes the reversing of anti-Black linguistic racism, the healing of the souls of Black folks, and the empowering of agentive political choices that call for the intentional employment of Black Language (Baker-Bell 2020; Kynard, 2007; Richardson, 2004). This is the exercising of liberation. Further, this requires that all students get an opportunity to learn about Black LanguagefromBlack language scholars or experts (via texts, lectures, etc.). For Black students specifically, it is imperative that they learn Black LanguagethroughBlack Language; that is, they learn the rich roots and rhetorical rules of Black Language (Baker-Bell, 2020) by any means necessary. At the same time, this warrants the ceasing of anti-Blackness and miseducationspecifically, ineffectual language arts instructionthat misguidedly limits language mastery to White Mainstream English (revisit Demand #1). Black students need the kind of artful language instruction in which they are positioned as the linguistic mavens they are who can teach you a thing or two about language.
WeDEMANDthat:
teachers and researchers decolonize their minds (and/or) language of white supremacy and anti-Black linguistic racism and study the origin theories and sociolinguistic principles that exist about Black Language.
teachers engage their students in Black linguistic consciousness-raising that provides them with the critical literacies and competencies to name, investigate, and dismantle white linguistic hegemony and anti-Black linguistic racism (Baker-Bell, 2020, p. 86).
teachers reject deficit descriptions and other misnomers (e.g.,home language,informal English,improper speech, etc.) that disrespects the existence and essence of Black Language. Call it what it is: Black Language!
teachers, researchers, and scholars put some respeck on Black Language and refrain from engaging in Black linguistic appropriation (Baker-Bell, 2020). This means that you stop the hypocrisy. Realize that it is not okay for Black Language to be used by nonnative users for popular and capital gain while native users are simultaneously mocked and widely denigrated.
teachers not dismiss Black Language simply as a dialect of English, and do not treat it as a static anachronismits not a thing of the past, spoken only by Black people who are positioned in a low or working class. Recognize it as a language in its own right! Revisit Demand #1 again.
teachers respeck Black thought and how that thought manifests in Black speech and writing. That is, it might not sound like you desire it to, but remember, it sounds real right, regardless of unrelenting white supremacist socialization.
DEMAND #5: We Demand that Black Dispositions Are Centered in the Research and Teaching of Black Language.
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We DEMAND that research and the teaching of Black Language center the work of Black language scholars whose research agendas and expertise are informed by their lived experiences as Black people and Black Language speakers. We specifically call for the centering of scholarship by Black women and early career Black language scholars whose scholarship is often marginalized in the research literature. We denounce the centering of research by white scholars on Black Language, which has too often been elevated in the field and deemed leading and foundational scholarship (e.g., Caldwell, Labov, Wolfram, Heath, etc.). This has contributed to many white and non-Black scholars of color gaining a platform to discuss Black Language and culture without including Black perspectives or commitments to the political freedom of Black peoples. This is an act of dehumanization and erasure of Black bodies from our own lived experiences! We demand that researchers, teachers, editors, and those in positions of leadership within CCCC/NCTE (and all professional organizations) call out these examples of anti-Black violence as well as hold themselves accountable.
WeDEMANDthat:
teachers assign readings that are written by foundational and contemporary Black language scholars.
teachers include assignments that give Black students the option to explore or connect with their cultural knowledge and perspectives.
professional organizations whose popularity hinges on Black language scholars presentations and service learn to center them and not the white scholars who merely tokenize such work.
research submitted for publication on Black Language and culture be reviewed by Black language scholars whose research agenda and expertise are informed by their lived experiences as Black people and Black Language speakers.
the review process for CCCC/NCTE journals (and all educational scholarship) include criteria that reflect a Black-centered citation politic. When evaluating manuscripts on Black Language and culture, authors must include citations that center the scholarship of Black scholars whose research agenda is informed by their lived experiences as Black people and Black Language speakers.
graduate programs in the fields of composition studies and English education develop the next generation of researchers Black Linguistic Consciousness of citationality politics and a Black activist research disposition.
CODA
If reading this made you feel some kinda way, instead of coming for these demands, let us help you redirect that energy. If you thought these demands were simply about teaching within traditional white norms or fixing Black students and their language practices, you got it wrong! This is aDEMANDfor you to do much better in your own self-work that must challenge the multiple institutional structures of anti-Black racism you have used to shape language politics. To all the upper-level college administrators, mid-level college managers, WPAs, deans, department chairs, superintendents, school district leaders, principals, school leaders, curriculum coordinators, state and national policymakers, and editors: We see yall! Dont get it twistedthese demands are for yall too!
Dont get silent when it comes to Black Lives and Black Language in these academic streets! Keep that same energy when it comes to fighting for Black Lives in our field that you had when you used the hashtag #BlackLivesMatter on your social media platforms following George Floyds murder; chanted #SayHerName for Breonna Taylor and #AllBlackLivesMatter for Tony McDade at your first #BLM protest this summer; sent that email/text to your Black friend to profess your allyship; and helped craft that Black Lives Matter statement on behalf of your institution or department.
WeDEMANDBlack Linguistic Justice! And in case youve forgotten what WE mean when WE say Black Lives Matter, we stand with the words of the three radical Black organizers and freedom dreamers/fightersAlicia Garza, Patrisse Khan-Cullors, and Opal Tometiwho created the historic political project #BlackLivesMatter:
Black Lives Matter is an ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise. It is an affirmation of Black folks humanity, our contributions to this society, and our resilience in the face of deadly oppression.
REFERENCES
Baker-Bell, A. (2020).Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge & National Council of Teachers of English.
Baker-Bell, A., Jones Stanbrough, R. J., & Everett, S. (2017). The stories they tell: Mainstream media, pedagogies of healing, and critical media literacy.English Education, 49(2), 13052.
Johnson, L. L., Jackson, J., Stovall, D. O., & Baszile, D. T. (2017). Loving Blackness to death: (Re)Imagining ELA classrooms in a time of racial chaos.English Journal, 106(4), 6066.
Kynard, C. (2007). I want to be African: In search of a Black radical tradition/African-American-vernacularized paradigm for Students right to their own language, critical literacy, and class politics.College English, 69(4),36090.
Kynard, C. (2013).Vernacular insurrections: Race, Black protest, and the new century in composition-literacies studies. SUNY Press.
Richardson, E. (2004). Coming from the heart: African American students, literacy stories, and rhetorical education. In E. B. Richardson & R. L. Jackson II (Eds.),African American rhetoric(s): Interdisciplinary perspectives(pp. 15569). Southern Illinois University Press.
Rickford, J. R., & Rickford, R. J. (2000).Spoken soul: The story of Black English. Wiley.
Smitherman, G. (2006).Word from the mother: Language and African Americans. Routledge.
Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K. B. (2014).Other peoples English:Code-meshing, code-switching, and African American literacy. Teachers College Press.
