2026/07/22 by Patricia Baquedano‐López, Theresa Burruel Stone · 1 voice
Social Sciences · #Decolonial Thought and Epistemologies #Educational Theory and Curriculum Studies #Ethnography #Institutionalisation #Multilingual Education and Policy #On Language #Power (physics) #Power structure #Praxis #Socialization
paper · doi:10.1093/oxfordhb/9780198873174.013.0023
openalex publication_date 2026/07/22 · openalex created_date 2026/07/23 · openalex updated_date 2026/07/23
Abstract Starting with a discussion of decolonial praxis, this chapter interrogates the production and location of knowledge in language socialization theory and approach. Drawing on the work of scholars of language socialization who are engaging in decolonial work and language education, the authors discuss approaches that question the institutionalization of language education and the socialization of racialized knowledge in schools and their impact on the relationship between school and community. They offer an invitation to dialogue on whether language socialization, as a subfield of linguistic anthropology, can be a site of decolonial praxis that interrogates how and when language can become a tool for resisting and countering educational dynamics of racialized power and control. This chapter expands on the need for a decolonizing praxis in language socialization work in education and offers a reflection of its potential as a tool for abolition and decolonization.