Author Description

Postsecondary language classrooms present a profound problem as they become breeding grounds for the perpetuation of racial discrimination and linguistic inequalities. Racialized students encounter numerous barriers, both institutional and individual, that hinder their language learning and overall educational experiences. The prevailing monolingual and monocultural norms marginalize and erase the linguistic and cultural identities of these students, reinforcing power imbalances and maintaining oppressive structures. Interrogating Race and Racism in Postsecondary Language Classrooms offers a much-needed solution to address the pervasive issues surrounding race and language within higher education. Edited by Xiangying Huo and Clayton Smith, this transformative book presents an opportunity for scholars, educators, and researchers to confront and challenge the deeply ingrained racism, linguicism, and neo-racism present in language classrooms. Through an intersectional lens, the book not only exposes the complex intersections between race and language but also provides practical strategies to combat these injustices and create inclusive learning environments. With a diverse range of topics, from power dynamics and native speakers to multilingualism and anti-oppressive pedagogies, the book equips readers with the necessary tools to effect meaningful change. It amplifies marginalized voices, highlights lived experiences, and emphasizes the importance of anti-racist and anti-colonial practices in language education. By offering research-based chapters and employing various methodologies, the book empowers educators, administrators, and policymakers to dismantle oppressive systems and cultivate environments that foster racial justice and liberation. Interrogating Race and Racism in Postsecondary Language Classrooms catalyzes the transformation of language education in higher institutions. It paves the way for a paradigm shift that prioritizes inclusivity, social justice, an