1st Edition
Race, Racism, and Antiracism in Language Education
Building on the pioneering 2009 volume, Race, Culture, and Identities in Second Language Education, this book reflects the significant expansion in the research since its publication and offers a wider breadth of perspectives on the complex theoretical terrain of race, racism, and antiracism in language education.
Contributors to this book apply a range of conceptual and methodological lenses to teaching diverse world languages. Underscoring the interconnectedness of race and colonialism, world language education, and intersectional ideologies, this book offers a forum for engaged dialogues among teachers, teacher educators, teacher candidates, graduate and advanced undergraduate students, curriculum developers, policymakers, and educational researchers in a wide range of disciplines, including language education. In covering important theoretical frames and constructs—including raciolinguistic and anti-oppressive pedagogies, decoloniality, neoliberalism, and reverse linguistic stereotyping—this book breaks from the Global North norms in applied linguistics and language instruction.
An essential text in TESOL and world language education, this volume weaves meaningful connections among language education, language-in-education policy, and research.
Introduction: Race, Racism, and Antiracism in Language Education (by Ryuko Kubota and Suhanthie Motha)
Section 1: COLONIALISM, RACISM, AND LANGUAGE IN EDUCATION
Chapter 1: Indigenous Language Revalorization: Disrupting Logics of Racial Erasure (by Patricia Baquedano-López)
Chapter 2: Racism as the Origin of Colonial Difference in Mexico: Pre-service Language Teachers’ Insights (by Vilma Huerta Cordova, Mario E. López-Gopar, and William M. Sughrua)
Chapter 3: Racializing Ideologies of Language in Post-Apartheid Schooling (by Pinky Makoe and Carolyn McKinney)
Section 2: RACE AND WORLD LANGUAGE TEACHING AND LEARNING
Chapter 4: Examining Materials and Instruction in the Practice of Critical Race Pedagogy for World Language Teaching (by Uju Anya)
Chapter 5: Moving Beyond Erasure of Race in French Second Language Education (by Meike Wernicke, Marie-Emilie (Mimi) Masson, Shelina Adatia, and Marika Kunnas)
Chapter 6: In Search of Solidarity: Black American Students in China (by Wenhao Diao)
Section 3: LANGUAGE, RACISM, AND INTERSECTIONAL IDEOLOGIES
Chapter 7: Epistemologies of Critical Racial Literacy in the Brazilian Context and Intersectionalities of Foreign Language Teacher Identities (by Aparecida de Jesus Ferreira)
Chapter 8: “See me”: Disability, Race, and Language Education (by Usree Bhattacharya)
Chapter 9: Reverse Linguistic Stereotyping and Social Judgement of Accented Speech: A Case Study about Raciolinguistic Phenomena (by Okim Kang and Kate Yaw)
Chapter 10: The Challenge—and Promise—of Thinking Intersectionally About Sexuality, Gender, Race, and Nationality in Language Education (by Ashley Moore)
Afterword (by Nelson Flores)
Biography
Ryuko Kubota is Professor in the Department of Language and Literacy Education in the Faculty of Education at the University of British Columbia, Canada.
Suhanthie Motha is Associate Professor in the English Department at the University of Washington, USA.
