Standards, Stigma, Surveillance

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The book examines raciolinguistic ideologies in England's education system, particularly following post-2010 policy reforms that label the language practices of low-income, racialized speakers as deficient. Through interviews and observations, it reveals how these ideologies are rooted in colonial legacies, compelling marginalized speakers to conform to normative standards of whiteness. Offering new perspectives on language education and justice, it encourages teachers to become language activists, challenging oppressive policies and advocating for linguistic equity.