reports, court cases, and government documents to my bibliography. I
have never lacked for reading material.
As a result, pretty much every sentence in EWA had to be rewritten,
every source checked, reevaluated, replaced or brought up to date, and
every conclusion challenged. The process was not an easy or pretty
one, but I hope the results make EWA more relevant and useful, and
that it will continue to work well for those who use it as a classroom
text. I also hope that the people who are responsible for this great
smörgåsbord of information will understand I just couldn’t fit
everything in. That has nothing to do with a lack of interest, but only
restrictions on time and space.
2 A search of the Congressional Record provides no clear source for this
statement, but it is attributed at various points to Senator Moynhan and
to Senator Simpson.
Suggested further reading
Cooks, L. (2003) Pedagogy, Performance, Positionality: Teaching About Whiteness in Interracial
Communication. Communication Education 52: 245–257.
Johnson, J., Rich, M. and Cargile, A.C. (2008) “Why Are You Shoving This Stuff Down Our
Throats?”: Preparing Intercultural Educators to Challenge Performances of White Racism.
Journal of International and Intercultural Communication 1(2): 113–135.
Labov, W. (1982) Objectivity and Commitment in Linguistic Science: The Case of the Black
English Trial in Ann Arbor. Language in Society 11(2): 165–201.
Simpson, J.S., Causey, A. and Williams, L. (2007) “I Would Want You to Understand It”:
Students’ Perspectives on Addressing Race in the Classroom. Journal of Intercultural
Communication Research 36: 33–50.
Warren, J.T. (2001). Doing Whiteness: On the Performative Dimensions of Race in the
Classroom. Communication Education 50: 91–108.
Wolfram, W. (1993) Ethical Considerations in Language Awareness Programs. Issues in Applied
Linguistics 4: 292–313.
Wolfram, W., Reaser, J. and Vaughn, C. (2008) Operationalizing Linguistic Gratuity:From
Principle to Practice. Language and Linguistics Compass 2(6): 1109–1134.