This book examines the experiences of Indigenous students in settler schools by using the example of a Canadian school as a window into the relationship between colonial discourses, indigenized English language varieties, racialized identities, and the biased educational practices of settler schools. The book aims to develop awareness of the colonial past and its present-day influences on settler schools; to take a close look at the effects of present-day settler nationalism on constructions of race and language in settler schools; and to explore what could be done differently to lessen present-day and future educational inequity. The book will have great appeal to education students, educators, teacher educators, and educational researchers in settler contexts.
Table des matières
Chapter 1: Settler Societies and Language
Chapter 2: Looking at English Language Variation in Schools: Current & Critical Directions
Chapter 3: Colonial Ideologies and Discourses
Chapter 4: Constructing Race in Settler Saskatchewan
Chapter 5: The Racialization of Space and School
Chapter 6: Suppressing Linguistic Alterity in Settler Schools
Chapter 7: “Radical Solutions” for Schools & Teacher Education
A propos de l’auteur
Andrea Sterzuk (Ph D, Second Language Education, Mc Gill University) is an associate professor of Education at the University of Regina. She is currently the president of the Canadian Association of Applied Linguistics. Her research examines issues of power, identity and language in education as they relate to settler-colonialism. Her research projects have explored language variation in elementary schools, English-only ideology in higher education, language planning and policy in higher education, and the development of language beliefs in pre-service teachers.
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