ABSTRACT
In the world language classroom, there has been a steady struggle against hegemonic discourse, marginalization, and invisibility of individuals, language varieties, and language-speaking locales. Traditional teaching practices promote rigid curriculums that leave out marginalized and minority groups in the classroom, hence, not challenging nor improving the systemic inequalities faced by these groups, varieties, and locales. This chapter presents an introductory overview of the need for representation, inclusion, and social justice by operationalizing these three constructs in world education. In addition, this chapter presents a general overview of the contents of the entire volume and how these proposals call to action the need for representation, inclusion, and social justice in the world language curriculum.
