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 SchoolingSection 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 EducationChapter 6: In Search of Solidarity: Black American Students in China Section 3: LANGUAGE, RACISM, AND INTERSECTIONAL IDEOLOGIESChapter 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

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 SchoolingSection 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 EducationChapter 6: In Search of Solidarity: Black American Students in China Section 3: LANGUAGE, RACISM, AND INTERSECTIONAL IDEOLOGIESChapter 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

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 SchoolingSection 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 EducationChapter 6: In Search of Solidarity: Black American Students in China Section 3: LANGUAGE, RACISM, AND INTERSECTIONAL IDEOLOGIESChapter 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