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Language and Power in the Classroom

Devina Dandar, Librarian

Guelph-Humber Library Services

Connect5

17.6.22

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In this session, we will explore:

How our language choices can support or subvert colonial power dynamics in the classroom
Critical discourse analysis to reflect on the language we use with students in the library classroom

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About me/Positionality statement

Visible minority, class privilege
Practice critical librarianship
Interests:

subvert and address how historically and systemically excluded identities are represented and included in the library
how critical discourse analysis can be used for reflecting on instruction
how to support library professionals in exploring new approaches to using critical information literacy in teaching

I identify as a visible minority with class privilege which I have used to pursue higher education and my career as a librarian. At the same time, I have been marginalized and in some contexts, systemically excluded, throughout my academic journey as a result of my minority status. I have spent my career thus far in academic libraries and have found that the language, information, and access that we provide perpetuates and supports the systems of oppression and hegemony that represents post-secondary institutions and libraries as colonial institutions. Considering my intersectional factors, I acknowledge and consider how they affect my teaching. I aim to learn about and practice critical librarianship as a way to subvert and address how historically and systemically excluded identities are represented and included in the space where I work and serve students. My most recent interests are exploring how critical discourse analysis can be used for reflecting on instruction and how to support library professionals in exploring new approaches to using critical information literacy in teaching.

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Background context or “why should we care”?

how language used in information literacy (IL) reinforces Western academic ideologies and colonial privilege
how libraries/academia can both alienate and empower students within the information literacy classroom
how this context can define the role of learner and instructor
“support decolonization in academic libraries by exploring critical IL instruction that deconstructs classroom power dynamics” (Languille, 2018)

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What’s your experience or familiarity with critical IL?

Go to Menti: https://www.menti.com/wtzxwje8g4

Code: [UPDATE IN JUNE]

Submit your answers to this question. We will debrief afterwards.

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Critical information literacy

historical, cultural, social, economic, political context of information access and use
involve students in understanding systems of oppression within academia
critical thinking and reciprocal information flow between students and facilitators
framework for identifying colonial privilege and power within the library
understand how libraries participate in systems of oppression and find ways to intervene upon these systems

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What is critical discourse analysis?

analyses texts and spoken language to assess:

the meaning of language
power represented in language used
processes by which language (re)produces and maintains social practices

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CDA and information literacy

Literacy (of texts) used to measure the success of assimilation and conversion to Western ideals (Edwards, 2005)
Libraries as institutions → role to play in creating and sustaining hegemonic values (de jesus, 2014)

Critical pedagogy can be enhanced by CDA to assess behaviour and the established use of language in library instructors teaching practices. Dar et al. (2010) recommend analysing three aspects to challenge interactions between the instructor and students: the text (written language that establishes and maintains power), discourse practice (student interpretation of the language used and institutional production of language to assert authority) and sociocultural practice (existing institutional social and cultural structures that provide a platform for these interactions).

Using CDA in critical pedagogy engages with this use of language on all three fronts. Through analyses, it seeks to enact change through addressing practices, engaging in finding solutions to power imbalances and issues, as well as changing and challenging the dynamic of those interactions. Looking at both together supports library instructors in developing a critical approach to teaching.

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Literacy continues to be the “international yardstick the colonizer and former colonizer [use] to determine progress” (Maracle, 2017, p. 30)

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What are some library or academic words/terms we use in the classroom?

Go to Menti: https://www.menti.com/wtzxwje8g4

Code: [UPDATE IN JUNE]

Submit your answers to this question. We will debrief afterwards.

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Getting started with CDA - discussion

Whose interests are served by the way language is used? who benefits? who is disadvantaged?

What power structures might we enable and support through our language choices?

How can we address power dynamics in the library classroom through the use of language? With faculty and instructors?

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Reflection

Critical IL instruction that addresses colonialism in the library can bring up multitude of reactions and emotions from students and users (e.g., discomfort, unfamiliarity, challenging status-quo)
Teaching IL through a critical framework is a way to enact allyship in the library and embracing discomfort is a part of that process (Sentance, 2018).

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Questions? Thank you!

Contact me:

https://www.guelphhumber.ca/library/contact-us

devina.dandar@guelphhumber.ca