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.

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.

Introduction: Race, Racism, and Antiracism in Language Education Section 1: COLONIALISM, RACISM, AND LANGUAGE IN EDUCATION Chapter 1: Indigenous Language Revalorization: Disrupting Logics of Racial Erasure Chapter 2: Racism as the Origin of Colonial Difference in Mexico: Pre-service Language Teachers' Insights Chapter 3: Racializing Ideologies of Language in Post-Apartheid Schooling 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 Chapter 5: Moving Beyond Erasure of Race in French Second Language Education Chapter 6: In Search of Solidarity: Black American Students in China 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 Chapter 8: "See me": Disability, Race, and Language Education Chapter 9: Reverse Linguistic Stereotyping and Social Judgement of Accented Speech: A Case Study about Raciolinguistic Phenomena Chapter 10: The Challenge-and Promise-of Thinking Intersectionally About Sexuality, Gender, Race, and Nationality in Language Education Afterword