This book examines the experiences of Indigenous students in settler schools by using the example of a Canadian school as a window into the relationship between colonial discourses, indigenized English language varieties, racialized identities, and the biased educational practices of settler schools. The book aims to develop awareness of the colonial past and its present-day influences on settler schools; to take a close look at the effects of present-day settler nationalism on constructions of race and language in settler schools; and to explore what could be done differently to lessen present-day and future educational inequity. The book will have great appeal to education students, educators, teacher educators, and educational researchers in settler contexts.

Chapter 1: Settler Societies and Language

Chapter 2: Looking at English Language Variation in Schools: Current & Critical Directions

Chapter 3: Colonial Ideologies and Discourses

Chapter 4: Constructing Race in Settler Saskatchewan

Chapter 5: The Racialization of Space and School

Chapter 6: Suppressing Linguistic Alterity in Settler Schools

Chapter 7: "Radical Solutions" for Schools & Teacher Education

Andrea Sterzuk began her educational career as a teacher of French as a second language to elementary school-aged children in the Canadian north. A speaker of English, French, and Spanish, Andrea obtained her PhD in second language education from McGill University in Montreal, Canada. She is presently an associate professor in the Faculty of Education at the University of Regina in Regina, Canada where she teaches undergraduate and graduate courses in the area of language and literacies education. Her research interests include English language variation, language policy, language ideologies, and education in white settler contexts.