Frontmatter -- Contents -- Contributors -- 1 Introduction: Why Lingu istic Justice, and Why Now? -- Part 1: Translingual and Anti discriminatory Pedagogy and Practices -- 2 Locating Linguistic Justice in Language Identity Surveys -- 3 Autoethnographic Performance of Diff erence as Antiracist Pedagogy -- 4 Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric Classroom -- 5 Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing Classroom -- Part 2: Advocacy in the Writing Center -- 6 Valuing Language Diversity through Translingual Reading Groups in the Writing Center -- 7 Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual Writers -- 8 Embracing Diffi cult Conversations: Making Antiracist and Decolonial Writing Center Programming Visible -- 9 Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal World -- Part 3: Professional Development -- 10 Combatting Monolingualism through Rhetorical Listening: A Faculty Workshop -- 11 Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical-Cultural Historical Activity Theory (PCHAT) and Translingualism -- 12 Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical Paradigm -- 13 Afterword -- Index