Predictably, I am most drawn to the "Cultural and Linguistic Knowledge" approach (outlined by Jacqueline Jones Royster's work). As always, I find I am immensely interested in the aspects of language (and in these cases, literacy, education, teaching, pedagogy, etc.) that are present as a result of social stratification, inequity, injustice, and other means of marginalization. Concepts of standard language, grammar, acceptable means/modes/types of writing, etc. did not just appear -- and they surely didn't appear after equitable, representative exploration of writing. Rather, many of these aspects are born out of the desire of the powerful to remain powerful; to ensure that there is a sustained way to distinguish Them (the Other) from Us, etc.​​​