Benjamin Arnberg 33
poke fun at mainstream media? Just askin…[Stanley Fish] must don’t like [this informa-
tion[. He say we should have student to translate the way they talk into standard English
on a chalk board. He say, leave the way they say it to momma on the board and put the
standard way on paper. This is wrongly called code switching. And many teachers be doin’
this with they students. And it don’t work. Why? Cuz most teachers of code switching
don’t know what they be talkin bout. Code switching, from a linguistic perspective, is not
translatin one dialect into another one. It’s blendin two or mo dialects, languages, or rhe-
torical forms into one sentence, one utterance, one paper…But since so many teachers be
jackin up code switching with they ‘speak this way at school and a dierent way at home,’
we need a new term. I call it CODE MESHING! …it’s multidialectalism and pluralingual-
ism in one speech act, in one paper” (p. 66-67). See, Vershawn Ashanti Young, “Should
Writer’s Use They Own English?” Iowa Journal of Cultural Studies, no. 12 (2010): 110-
117. I bet you $5.00 that someone is going to take issue with my minor code-meshing in
this paper as well as my cavalier bending of Chicago Style by having jacked up, extended
footnotes (since Chicago Style recommends footnotes be brief complements to the body,
not a forum for ongoing scholarly conversation). Fuck that.
6
Maggie MacLure, “Researching Without Representation? Language and Materiality
in Post-Qualitative Methodology,” International Journal of Qualitative Studies in Educa-
tion 26, no. 6 (2013): 658-667.
7
Stephanie Daza and Walter S. Gershon, “Beyond Ocular Inquiry: Sound, Silence,
and Sonication,” Qualitative Inquiry 21, no. 7 (2015): 639-644.
8
Tony E. Adams, Narrating the Closet: An Autoethnography of Same-Sex Attraction
(New York, NY: Routledge, 2016).
9
One good, semi-autobiographical story that I attempt to emulate (though I most assur-
edly fail at) is Ocean Vuong’s On Earth We Are Briey Gorgeous (New York, NY: Penguin, 2019)
10
Here are some examples of “good research” according to my eld, which intersects
queer theory with higher education administration. Thomas Ylioja, Gerald Cochran, Mi-
chael R. Woodford, and Kristen A. Renn, “Frequent Experience of LGBQ Microaggrees-
sion on Campus Associated with Smoking Among Sexual Minority College Students,”
Nicotine & Tobacco Research (2018): 340-346; Michael R. Woodford, Perry Silverschanz,
Eric Swank, Kristin S. Scherrer, and Lisa Raiz, “Predictors of Heterosexual College Stu-
dents’ Attitudes Toward LGBT People,” Journal of LGBT Youth 9, no. 4 (2012): 297-320;
Perry Silverschanz, Lilia M. Cortina, Julie Konik, and Vicki J. Magley, “Slurs, Snubs, and
Queer Jokes: Incidence and Impact of Heterosexist Harassment in Academia,” Sex Roles
58 (2008): 179-191; Jill M. Chonody, Michael R. Woodford, David J. Brennan, Bernie
Newman, and Donna Wang, “Attitudes Toward Gay Men and Lesbian Women Among
Heterosexual Social Work Faculty,” Journal of Social Work Education 50 (2014): 136-
152; Michael R. Woodford, Jill M. Chonody, Alex Kulick, David J. Brennan, and Kris-
ten Renn, “The LGBQ Microaggressions on Campus Scale: A Scale Development and
Validation Study,” Journal of Homosexuality 62, no. 12 (2015): 1660-1687; Susan R.
Rankin, “Campus Climates for Sexual Minorities,” New Directions for Student Services
111 (2005): 17-23; Susan Rankin and Jason C. Garvey, “Identifying, Quantifying, and Op-
erationalizing Queer-Spectrum and Trans-Spectrum Students: Assessment and Research in
Student Aairs,” New Directions for Student Services 152 (2015): 73-84; Jodi L. Linley,
David Nguyen, G. Blue Brazelton, Brianna Becker, Kristen Renn, and Michael Woodford,
“Faculty as Sources of Support for LGBTQ College Students,” College Teaching 64, no.
2 (2016): 55-63; Jason C. Garvey, Dian D. Squire, Brett Stachler, and Susan Rankin, “The