This collection explores the ways in which women in academia from culturally and linguistically diverse backgrounds mediate the negotiation between linguistic discrimination and linguistic diversity in higher education, using autoethnography to make visible their lived experiences. The volume shows how women in academia from CaLD backgrounds, particularly those living or working in the Global South, draw on their multivalent complex linguistic backgrounds and cultural repertories to cope with and manage linguistic and systemic gender discrimination. In adopting authoethnography as its key methodology, the book encourages these academics to “write themselves” beyond the conventions from which women in academia have traditionally been forced to speak and write. The collection features perspectives from women across geographic contexts, sub-fields, and levels of experience whose stories are not often told, putting at the fore their narratives, lived experiences, and career trajectories in mediating issues around power, ideology, language policy, social justice, teaching and learning, and identity construction. In so doing, the book challenges the wider field to expand the borders of discussions on linguistic discrimination and higher education institutions to critically engage with these issues. This book will be of interest to scholars in applied linguistics, sociolinguistics, and cultural studies.

This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors' experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions. What makes the proposed volume unique is the common theme that runs through all the chapters: the examination of the term literacy, the complexity of this term and the importance of having a wide understanding of what it is before tackling educational issues of pedagogy, assessment and student engagement. What is more, as the editors argue, it is necessary to join up the dots and explore the commonalities that form the core of the literacy spectrum.