Introduction

Schools are one of the primary social institutions at work in the reproduction of social inequalities while simultaneously portraying a humanist vision of their redemptive and transformative power. This introduction presents an overview of the key concepts discussed in the subsequent chapters of part seven of this book. The book focuses on how certain linguistic ideologies and practices are reproduced in bilingual classrooms, where the standard or dominant language is perceived as superior to non-standard language varieties. It examines the ways in which ideological literacies are utilized to support students’ engagement with issues of power, privilege, social control, and oppression in United States schools and society. The book provides an instructive study of structural racism that teacher educators of color endure in their work in a field that is historically white and the impact and consequences of race-evasive colleagues.