Dynamics of Language and Inequality in Education

Joel Austin Windle is Professor of Modern Languages, Fluminense Federal University, Brazil and Adjunct Senior Research Fellow at Monash University, Australia. He is the author of Making Sense of School Choice (Palgrave, 2015, Winner of the Raewyn Connell and Stephen Crook prizes).Dánie de Jesus is Professor of English, Federal University of Mato Grosso, Brazil. He has edited volumes in Portuguese entitled Critical Perspectives on Language Teaching (Pontes, 2017) and Studies on Gender: Identities, Discourse and Education (Pontes, 2017).Lesley Bartlett is Professor of Educational Policy Studies at the University of Wisconsin-Madison, USA. She is co-author (with Frances Vavrus) of Rethinking Case Study Research (Routledge, 2015) and co-editor (with Ameena Ghaffar-Kucher) of Refugees, Immigrants, and Education in the Global South: Lives in Motion (Routledge, 2012).

The dividing practices of coloniality continue to affect our language ideologies, linguistic pedagogies, and the relative status of languages. Bound up with issues of access, power and identity, language is a complex terrain that learners and teachers in the political South navigate constantly. This volume provides insight into this complexity while presenting possibilities for thinking otherwise that embrace multiplicity, maintain diversity and hint at the transgressive.

• Joel Windle, Danie de Jesus and Lesley Bartlett: Introduction: The Dynamics of Language and Inequality in Global SchoolingSection 1: The Shifting Boundaries of Linguistic InequalityChapter 1. Dennys Silva-Reis and Marcos Bagno: Across Linguistic Boundaries: Language as a Dimension of Power in the Colonization of the Brazilian AmazonChapter 2. Joel Windle and Kassandra Muniz: Navigating Soft and Hard Boundaries: Race and Educational Inequality at the BorderlandsChapter 3. Daariimaa Marav: Rural-Urban Divides and Digital Literacy in Mongolian Higher EducationSection 2: Language, Ideology and InequalityChapter 4. Teresa Speciale: A Cycle of Shame: How Shaming Perpetuates Language Inequalities in Dakar, SenegalChapter 5. Indika Liyanage and Suresh Canagarajah: The Role of Shame in Drawing Social Boundaries for Empowerment: ELT in KiribatiChapter 6. Junia C. S. Mattos Zaidan: “Authenticity” and Symbolic Violence in Constructions of Teacher CompetenceChapter 7. Maria do Socorro Alencar Nunes Macedo, Daniele Alves Ribeiro, Euclides de Freitas Couto, and André Luan Nunes Macedo: Knowledge Politics, Language, and Inequality in Educational PublishingSection 3: Transgression and AgencyChapter 8. Carolyn McKinney: Decoloniality and language in education: Transgressing Language Boundaries in South AfricaChapter 9. Dánie de Jesus: Queering Literacy in Brazilian Higher Education: Questioning the Boundaries of the Normalized BodyChapter 10. Osman Z. Barnawi and Phan Le-Ha: “Saudi Women Are Finally Allowed to Sit behind the Wheel”: Initial Responses from TESOL Classrooms