The authorship team all worked on the research project which forms the core of this book, some as faculty and some as doctoral researchers at the Ontario Institute for Studies in Education, University of Toronto, Canada.
This book provides an essential and timely contribution to the field of multilingual teacher education. Drawing on the concept of raciolinguicized subjectivities and situated within the sociopolitical and policy shifts of Ontario, Canada, this study of a teacher education program has much to offer to researchers and teacher educators. * Manka Varghese, University of Washington, USA * An example of carefully, collaboratively conducted critical research, this book is realistic as well as encouraging, precise as well as broad, situated as well as expansive, and formulated into an accessible, yet deeply intellectual narrative that is poised to move our field toward truly disrupting the inequitable, racist, and linguistic status quo. A must-read for every current and future teacher educator. * Kara Mitchell Viesca, University of Nebraska Lincoln, USA * Based on an extensive empirical study in Ontario, Canada, this impressive work provides sound insights into how racial structures inscribed in official language policies are reflected in teacher education. The conclusion for practicians to counter racism by putting multilingual learners and their experiences with language and learning right at the center of pedagogic moves is most convincing. * Yasemin Karakaşoğlu, University of Bremen, Germany *