Abstract

For decades, advocates of rural education have highlighted that rural students are often overlooked, considering them as a neglected minority (Azano & Stewart, 2015). In the same line, and for many decades, the field of multilingual education has recognized that the effectiveness of language teaching and learning is deeply impacted by teachers' personal experiences, personalities, history as both language learners and instructors, and perspectives on teaching multilingual learners (Hong et al., 2022). It is within this convergence of topics that Coady, Golombek, and Marichal offer an edited volume that serves as a reflective reminder about the tensions that emerge in and from rural spaces as we strive to steer away from reproductive pedagogies and move toward the realm of transformative learning communities. In continuing to uncover the expansive concept of multilingualism, and to fight against pervasive neo-colonizing practices in our rural schools and communities, researchers and educators have long recognized the need to consider our identities as fluid and hybrid (Ladson-Billings, 2014).

How to Cite:

Cardozo-Gaibisso, L., (2023) “Book Review: Educating Multilingual Students in Rural Schools: Illuminating Diversity in Rural Communities in the United States”, Journal of Research in Rural Education 39(4), 1–3. doi: https://doi.org/10.26209/JRRE3904

Rights: Copyright