Standards, Stigma, Surveillance

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Focusing on post-2010 policy reforms in England's schools, the book explores how raciolinguistic ideologies frame low-income, racialized speakers' language practices as deficient. Through interviews and classroom observations, it reveals the colonial roots of these ideologies and their impact on education policy, compelling marginalized speakers to conform to norms of whiteness. The author advocates for linguistic justice and encourages teachers to become language activists, offering new perspectives on language education that challenge oppressive policies.