Abstract
The status quo of education is marked by raciolinguistic injustice. Interrupting such injustice and engaging in the pursuit of justice demands that educators not be distracted by the illusion of neutrality; after all, to be neutral in a status quo marked by injustice and inequity is to condone injustice. Interrupting injustices and associated harms affecting multilingual communities of color is predicated on a commitment to reparations—a system for redressing egregious injustices—in and through teaching. This demands centering the histories, voices, values, experiences, identities, and communicative practices of multilingual communities of color, long silenced in curriculum, marginalized in teaching, and erased in dominant versions of American history. Embracing this commitment, in this chapter, I name and offer actionable pathways for addressing longstanding and ongoing intersectional harms experienced by multilingual learners of color. Positioning social justice pedagogy and practice as possible pathways for addressing the harm inflicted cross-generationally, I engage transformative justice in education as framework, acknowledging that history matters, race matters, justice matters, and language matters (Winn, 2018). These stances organize the chapter and offer a framework whereby educators can commit to heal what has been broken, embracing direct and full accountability.
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