The special issue examines the intersection of language ideologies, race, and equity in urban multilingual education. Drawing on critical theories, contributors investigate how linguistic hierarchies and monoglossic ideologies shape multilingual learners’ and educators’ racialized experiences in urban educational contexts across the United States, Canada, and Australia. Employing diverse methodologies, the papers critique linguistic racism, ableism, and deficit ideologies, while also advocating for multilingualism as a resource in urban contexts. Through this lens, we propose decolonial and antiracist approaches to dismantling inequities and reimagining educational spaces as inclusive and affirming sites for diverse linguistic and cultural identities.
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