Faking it

Feminist Teacher, 2008

The notion of "voice" in contemporary language and discourse studies goes back to Mikhail Bakhtin's writings in the 20ies and 30ies of the 20the century and the reception of his ideas in literary criticism and discourse analysis in the 80ies. According to his view every utterance combines at least the following three voice types:

Departures in Critical Qualitative Research, 2019

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

Twentieth-Century Literature, 2010

Performance Research, 2012

Trends in Language Acquisition Research, 2014

The chapter is a case study of a particular kind of speech-for-self produced by a preschool-aged girl, characterized as "externalized dramas. " Unlike most such records of vocalized thought, this speech is not involved with guiding ongoing behavior, but rather with acting out problems of interpersonal relations with peers. Using two or more voices in dialog, the speech is full of insults and denials, claims and counter-claims, promises, excuses -all of the continuing struggles to define social roles and one's own position. Externalized dramas practice and refine pragmatic devices of prosody, lexicon, and speech acts, while dealing with underlying problems of emotional states, violence, fantasy and reality, and other minds. It is suggested that audible inner speech goes inward to become silent speech that continues to be concerned with social dynamics and individual status and roles. Speakers use language to present themselves. Eve V. Clark (2003, p. 352) [C]hildren can and do affect one another's talk in complex ways, away from adult supervision, models, or intrusion. Marjorie Harness Goodwin and Charles Goodwin (1987, p. 227)

This article explores the significance of paralipsis to analyses of affect and sociopolitical formation. Taking attested utterances from undergraduate anthropology courses as a point of departure, I examine how one White and female-identified student engaged in a sexualized form of paralipsis to claim distance from her own negative construal of the object-category " girls [that brag about community service]. " Deploying what I term dick-rhetoric, in combination with strong affect and assertions of ideological common-sense, this student's performance was effective at garnering stance ratification and " uptake " from classmates (Jaffe 2009), and facilitating the reproduction of gender and sexual hierarchies. Drawing on Browne's (2015) examination of denied racial subjectivity or " dark matter, " I argue that " dick matter " renders genderism and sexual objectification acceptable in university classrooms (among regimes, e.g., racial) – particularly for settings where professors do not engage students in critical exploration of dominant hierarchies and nor-malization processes. Discussion emphasizes the salience of engaging (ourselves and) students in examination of uses of paralipsis and dick-rhetoric for addressing gender and sexual inequalities.

Language Teaching, 2007