Interrogating Race and Racism in Postsecondary Language Classrooms.

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Bibliographic Details
Title:	Interrogating Race and Racism in Postsecondary Language Classrooms.
Authors:	Tran, An¹, Annu, Annu¹, Liu, Chang¹, Sun, Jiayou¹, Zhang, Ruoxin¹, Jin, Yining¹, Zhang, Yixuan¹
Source:	Canadian Journal of Education / Revue Canadienne de l'Éducation. ete2026, Vol. 49 Issue 2, pxvii-xx. 4p.
Subject Terms:	Postsecondary education, Anti-racism education, *Language schools, Racism, Linguistic rights, Critical race theory, Race
Abstract:	The article reviews the book Interrogating Race and Racism in Postsecondary Language Classrooms by Xiangying Huo and Clayton Smith (2024), which critically explores how race, language, and power intersect in higher education language teaching. Grounded in Critical Race Theory, the book presents empirical studies from diverse global contexts, highlighting how systemic racism, colonial legacies, and linguistic ideologies affect racially minoritized students and educators, particularly in Canadian English and French language classrooms. It advocates for anti-racist, decolonial, and linguistically just pedagogies to transform institutional practices and promote equity. While the volume offers rigorous analysis and a call to action, it notes the need for further empirical research and practical strategies for implementing these pedagogical reforms in institutional settings. This work is relevant for researchers, educators, and policymakers interested in equity and social justice in postsecondary language education. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	The article reviews the book Interrogating Race and Racism in Postsecondary Language Classrooms by Xiangying Huo and Clayton Smith (2024), which critically explores how race, language, and power intersect in higher education language teaching. Grounded in Critical Race Theory, the book presents empirical studies from diverse global contexts, highlighting how systemic racism, colonial legacies, and linguistic ideologies affect racially minoritized students and educators, particularly in Canadian English and French language classrooms. It advocates for anti-racist, decolonial, and linguistically just pedagogies to transform institutional practices and promote equity. While the volume offers rigorous analysis and a call to action, it notes the need for further empirical research and practical strategies for implementing these pedagogical reforms in institutional settings. This work is relevant for researchers, educators, and policymakers interested in equity and social justice in postsecondary language education. [Extracted from the article]
ISSN:	03802361
DOI:	10.53967/cje-rce.7856