Abstract

The article examines the political nature of language and its impact upon the schooling of oppressed populations within the US and abroad. Linguistic genocide, as an international concern, is addressed in context to the educational experiences of indigenous and minority communities. Central to this discussion is the notion of language and citizenship rights, particularly in relation to restrictive language policies. Underscored is the need for educators to move from a repressive culture of forgetting toward an emancipatory politics of language and education that support processes of community empowerment, political self-determination, and democratic participation.