Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. 1 Introduction: Why Lingu istic Justice, and Why Now? 1
5. Part 1: Translingual and Anti discriminatory Pedagogy and Practices
6. 2 Locating Linguistic Justice in Language Identity Surveys 19
7. 3 Autoethnographic Performance of Diff erence as Antiracist Pedagogy 41
8. 4 Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric Classroom 58
9. 5 Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing Classroom 72
10. Part 2: Advocacy in the Writing Center
11. 6 Valuing Language Diversity through Translingual Reading Groups in the Writing Center 89
12. 7 Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual Writers 105
13. 8 Embracing Diffi cult Conversations: Making Antiracist and Decolonial Writing Center Programming Visible 122
14. 9 Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal World 137
15. Part 3: Professional Development
16. 10 Combatting Monolingualism through Rhetorical Listening: A Faculty Workshop 161
17. 11 Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and Translingualism 180
18. 12 Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical Paradigm 198
19. 13 Afterword 214
20. Index 226