College Composition and Communication Sep 2001

Ebonics: Theorizing in Public Our Attitudes toward Literacy

Richard Marback

Abstract

I argue that our responses to the Oakland ebonics resolution miss what made the resolution so significant while also making debate about it so intractable. I propose that compositionists who acknowledge attitudes that made the resolution so significant can productively engage the larger public regarding literacy education in a racially divided democracy.

Journal
College Composition and Communication
Published
2001-09-01
DOI
10.58680/ccc20011440
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Topics
argument literacy studies
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