Full Description
The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.
Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the Handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses—linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebùnlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies—that counter linguistic, epistemic, racial, and institutional hegemonies.
This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.
Contents
Foreword. Race, Power, and Epistemic Struggles in TESOL and Applied Linguistics: An Introduction Part I: Racial and epistemic inequities within institionalised settings 1. Linguistic racism and discrimination in higher education 2. Native-speakerism and Employment Discrimination in Shadow Education Industry: Voices of English Language Teacher-Tutors in Kazakhstan 3. Sexism, Ageism, and Lookism in Language Education: A Critical Examination of the Commodification of Teachers and Hiring Practices 4. Internationalization without multilingualism: the question of institutional care at Anglophone universities 5. "...expected to take all of their courses alongside native English speakers": Framings of U.S. Higher Institutions' English Language Proficiency Requirements 6. "Does Oral Proficiency Make a Good TA": A Phenomenological Study Interrogating Equity in the English Requirements for Asian IGTAs in Ohio Public Universities 7. "Can you prove you are an EAL/D student?" Re-examining eligibility criteria for EAL/D ATAR courses in AustraliaPart II: Racial and epistemic inequities in pedagogy and practice: Challenges and innovations 8. A pedagogy of love in hostile times: Immigrant teachers resisting with care 9. Ẹ̀bùnlingualism: Decentering Racialization and Epistemic Injustice in African Language Praxis 10. Rethinking Listening as an Anti-Racist Practice 11. The Teacher-as-Reading Subject: A Decolonial Hermenuetic Model for L2 Writing Assessment 12. Decolonizing Academic English Writing: Pedagogical Strategies for Multilingual Students in Higher Education 13. What's Your Idiolect? Promoting Linguistic and Epistemic Access in EMI & Anglophone Universities through Translanguaging (and Englishing) Strategies 14. Confronting Epistemic Inequities in TESOL in Chile: Curricular Nuclearization as an Experimental Tool to Conceptual and Professional Reappropriation. 15. Reimagining EAP through (Dis)comfort: Race, Identity and Emotion in Academic English 16. Reimagining EAP Teaching in the Journey of Decolonization: Deconstructing and Disrupting 17. Voices of Multilingual Students: Examining an English for Specific Purposes (ESP) Curriculum for Linguistic and Cultural Inclusion Part III: Racial and epistemic resistance for diversity and inclusion 18. Translanguaging as an interactive scaffold for Australian Aboriginal students in TESOL classrooms 19. Transresistance Through Teacher-Activated School Transformation: Theoretical Foundations, Global Contexts, and Policy Implications for Translingual Learners 20. The Role of Race in Bilingual Education: An Intersectional Perspective on Teacher Training in Brazil 21. Students' epistemic resistance in adult basic education 22. Anti-Immigrant Racism: Perspectives from Three Asian English Language Educators 23. TESOL Teachers' Experiences of Discrimination and Resilience in Pakistan Part IV: Critical ethnographies of racial and epistemic injustice and resistance 24. A Critical Autoethnography of an Emerging EFL Scholar from the Global South Confronting Racial, Linguistic, and Epistemic Injustices in TESOL 25. The Marginalizations of Multicultural Faculty in Japanese Higher Education: Collaborative Autoethnography of Six 'Non-Native' Female Instructors 26. Navigating academia with a racialized multilingual body: A multilingual woman scholar's perspective 27. Countering epistemological and institutional racism in Applied Linguistics and TESOL: a decolonial intersectional perspective.
