In the name of “linguistic justice,” college writing instructors have agreed that teachers should “stop using academic language and standard English as the accepted communicative norm,” writes Matthew Stewart, associate professor of humanities and rhetoric at Boston University, on the Martin Center blog.
The executive committee of the Conference on College Composition and Communication, the largest and most important association of college-level writing teachers, has approved “demands” by six professors, writes Stewart. CCCC is closely associated with the National Council of Teachers of English, an even larger group predominantly made up of middle and high school teachers.
The CCCC statement, written in academic/woke English with a “cain’t” here and a “respeck” there, includes:
Teachers (must) develop and teach Black Linguistic Consciousness that works to decolonize the mind (and/or) language, unlearn white supremacy, and unravel anti-Black linguistic racism!
. . . teachers STOP telling Black students that they have to ‘learn standard English to be successful because that’s just the way it is in the real world.’ No, that’s not just the way it is; that’s anti-Black linguistic racism.
In short, writes Stewart, the CCCC has declared that teaching black students standard English is racist and therefore “destructive and injurious.”