Prologo

This book addresses precisely that: the intersectionality (Crenshaw, 1989, 1991) of the idea of race with other areas, such as education and research. With more than 20 years of experience internationally in the area of language teaching, the idea of talking about race was almost impossible. Second language teachers have traditionally related linguistic-structural content with the idea of communication, but not with the intention of discussing issues related to social justice, equality or diversity (Sierra Piedrahita, 2016). I am happy to know that these aspects are already being addressed in the field of language teaching, however, it is much more important that it be done from experiences in the Colombian context, which is so lacking.

Although in North America the relationship between race and linguistics with the colonizing ideology and the power that it brings has already been investigated (Flores and Rosa, 2015; Rosa and Flores, 2017), it is important to ground the relationships in a context like that of Colombia. This book sheds light on this relational background between culture, language and race, which needs to be questioned from a research and pedagogical perspective. With this framework in mind, I would like to reflect on the three important sections of this book: diversity, action, and identity.