Race and Language as Capital in School: A Sociological Template for Language Education Reform

Luke, Allan (2009) Race and Language as Capital in School: A Sociological Template for Language Education Reform. In Kubota, Ryuko & Lin, Angel M. Y. (Eds.) Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice. Routledge, New York ; London, pp. 286-308.


The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. This book fills a need in the field for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education. The key questions addressed are these:

  • Does race matter? How are issues of race relevant to second language education?

  • Interrogating whiteness: How does whiteness influence students' and teachers' sense of self and instructional practices?

  • Racialized discourses and identity construction in educational settings: How do discourses of racialization influence the construction of student identities and subjectivities?

  • Exploring critically engaged practice—classroom and beyond: How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo?

Topics cover a wide range of themes that emerge from various pedagogical contexts, including ESL and bilingual programs in primary and secondary education in the US and Canada, post-secondary ESL program in Australia and the US, second/foreign language teacher education in the US and Venezuela, and EFL settings in Brazil, Korea, Japan, Hong Kong, as well as other countries.

Each chapter is grounded in theory and provides implications for engaged practice. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Each chapter begins with pre-reading questions and ends with discussion questions, to facilitate comprehension and stimulate dialogues.

Impact and interest:

23 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 15038
Item Type: Book Chapter
Additional Information: For more information about this book please refer to the publisher's website (see link) or contact the author.
Additional URLs:
ISBN: 9780415995078
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 14 Oct 2008 00:00
Last Modified: 30 Oct 2013 02:51

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page