Dear colleagues,
We are calling for chapters for our upcoming book Interrogating Race and Racism in Postsecondary Language Classrooms co-edited by Dr. Xiangying Huo (University of Toronto) and Dr. Clayton Smith (University of Windsor). Consider submitting a chapter of around 7,000 words by August 15, 2023.
Introduction
Language is power, in the hands of linguistic gatekeepers and the dominant class. From “coloniality of power” (Quijano, 2000) to “coloniality of language” (Veronelli, 2015, p. 113), English has become a “colonial language” (Kachru, 1986, p. 5) and a “language for oppression” (Kachru, 1986, p. 13), replacing the implementation of carrots and sticks in the colonial times in the form of instilling raciolinguistic ideologies of the Center into the Periphery. Language is raced and race is languaged (Alim et al., 2016). Racialization, synonymous with racial classification, is a process of “Looking like a Language, Sounding like a Race” (Rosa, 2019). The racialization of language subjugates, subordinates, dehumanizes, and others people of color. This book uses the perspective of intersectionality between language and race in higher education classrooms, by problematizing raciolinguistic injustice and hierarchy with the monolingual and monocultural norm as a frame a reference, combating racism, linguicism, native speakerism, and neo-racism, as well as calling for changes, emancipation, and pedagogical paradigm shifts so as to teach English for justice and liberation (Huo, 2020).
Objective
This book will investigate race and racism in postsecondary language classrooms, how race intersects with language, how power impacts and shapes language teaching and learning, and how hegemony and ideology perpetuate linguistic injustice and discrimination against racially minoritized students. It will examine how racism has created institutional, structural, and individual barriers for language learners in higher education, as well as potential strategies to combat racism, linguicism, and neo-racism. We ask prospective contributors to submit research-based and data-driven chapters to elicit stories, counter stories, garner racialized experiences and perspectives, and represent resistant voices through multiple research methods, including but not limited to interviewing, observation, discourse analysis, narrative inquiry, ethnography, journaling, focus groups, surveys, and case studies.
Recommended Topics
• Race, racialization, and racism
• Intersectionality between race and language
• Language and identity
• Linguicism and linguistic imperialism
• Monolingualism, native speakerism, and standardization
• Native-non-native dichotomy
• Power, hegemony, and hierarchy
• Raciolinguistic ideology
• Neo-racism (i.e., based on nationalities, ethnicities, and cultures)
• Accentism
• Language diversity and linguistic rights
• Raciolinguistic justice and social justice
• Discourses and stories in different geographic and language teaching contexts across
the globe
• Narratives and counter-narratives
• Barriers, challenges, and resistance
• Lived experiences
• Multilingualism, plurilingualism, and translanguaging
• Anti-oppressive and decolonizing language policies
• Anti-racist and anti-colonial pedagogies and practices
• Critical pedagogies in global higher education language teaching contexts
• Ethical internationalization in postsecondary language classrooms
Target Audience
This book is intended for scholars, researchers, faculty, instructors, and professionals in English language teaching, higher education, language education, applied linguistics, sociolinguistics, educational linguistics, anti-racist education, critical multilingual studies, translingual studies, and those who are interested in the research of race, language, and the area of teaching English cross culturally and translingually in higher education classrooms, such as faculty and instructors, educational developers who design the inclusive, anti-racist, and anti-colonial curriculum, and administrators and policy makers who oversee academic especially language programs. The book will also be useful for teacher candidates, non-native English-speaking students, undergraduates, and graduate students in TESOL/ESL, second language acquisition, and higher education programs.
Editors:
Xiangying Huo, Ph.D.
Assistant Professor
Center for Teaching and Learning
University of Toronto
Author of Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in Canadian Universities (Springer, 2020), nominated by the International Writing Centers Association (IWCA) for the IWCA 2021 Outstanding Book Award
https://www.amazon.com/Education-Internationalization-English-Language-Instruction/dp/3030605981
https://doi.org/10.1007/978-3-030-60599-5
Clayton Smith, Ph.D.
Professor
Faculty of Education
University of Windsor
Recent publications:
https://www.uwindsor.ca/people/csmith/355/recent-research
Submission Procedure
Researchers and practitioners are invited to submit a 7,000-word full chapter by August 15, 2023 and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Interrogating Race and Racism in Postsecondary Language Classrooms. All manuscripts are accepted based on a double-blind peer review editorial process.
All chapters should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.
Inquiries
Dr. Xiangying Huo (University of Toronto) and Dr. Clayton Smith (University of Windsor):
raceandlanguage
Please submit your chapter proposal to the online submission portal of IGI Global:
https://www.igi-global.com/submission/submit-chapter/?projectid=dd7d6c46-9799-4326-9ece-0ba783626f20
References
Alim, S., Rickford, J. R. & Ball, A. F. (Eds.) (2016). Raciolinguistics: How Language Shapes Our Ideas about Race. New York, NY: Oxford University Press.
Huo, X. Y. (2020). Higher education internationalization and English language instruction: Intersectionality of race and language in Canadian universities. Springer. doi:10.1007/978-3-030-60599-5
Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Pergamon.
Quijano, A. (2000). The coloniality of power and social classification. Journal of World-Systems Research 6(2), 342-386.
Rosa, J. (2019). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press.
Veronelli, G. A. (2015). Five: The coloniality of language: Race, expressivity, power, and the darker side of modernity. Wagadu: a Journal of Transnational Women’s and Gender Studies, 13, p. 108-134.
Sincerely
Xiangying and Clayton