Critiquing the positioning of children from non‎-dominant groups as linguistically deficient‎,‎ this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education‎.‎ Carolyn McKinney uses the lens of linguistic ideologies‎-teachers‎'‎ and students‎'‎ beliefs about language‎-to shed light on the continuing problem of reproduction of linguistic inequality‎.‎ Framed within global debates in sociolinguistics and applied linguistics‎,‎ she examines the case of historically white schools in South Africa‎,‎ a post‎-colonial context where political power has shifted but where the power of whiteness continues‎,‎ to provide new insights into the complex relationships between language and power‎,‎ and language and subjectivity‎.‎ Implications for language curricula and policy in contexts of linguistic diversity are foregrounded‎.‎Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts‎,‎ Language and Power in Post‎-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day‎-to‎-day life in case study schools and explores implications of both the research literature and the analyses of students‎'‎ and teachers‎'‎ discourses and practices for language in education policy and curriculum‎.‎