In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society. "Language, Race, and Power in Schools" unravels the ways and degrees to which these groups have faced and resisted oppression, and draws on critical discourse analysis to examine how multiple forms of oppression intersect. This volume interrogates areas of discrimination and injustice and discusses possibilities of developing coalitions and concerted efforts across the lines of diversity. This book contains thirteen chapters: (1) Introduction (Pierre W. Orelus); (2) From East City Gate to the East of the Pacific: My Pedagogical Journey through Critical Discourse Analysis (Lihua Zhang); (3) Emancipatory Discourses on Ideology, Power and the Media: A Critical Discourse Analysis (Susana Ríos); (4) Toward Emancipation: Critical Discourse at work in a Composition Classroom (Debasmita Roychowdhury); (5) Discourse as a Pilgrimage: The Past of My Memories and the Future of My Hopes (Paulo A. Oemig); (6) Teaching and Learning in the Diaspora: A Transformative Pedagogy (Donna-Marie Cole-Malott); (7) The Learner, the Teacher and the Classroom Community: Building Safe Spaces for Emotional Sharing (Karen R. Trujillo); (8) Teacher, Learner & Cultural Crosser: A critical reflection on the construction of my identity (Giselle Martinez); (9) Comparative Discourse Analysis: Lenses Concerning English Ownership for Africans (Loretta H. Wideman); (10) Accentism Exposed: An anti-colonial analysis of accent discrimination (Pierre W. Orelus); (11) We Are the Stories We Share: A Critical Discourse Analysis And A Transformational Process (Nancy Wasser, Romina Pacheco, and Veronica Gallegos); (12) Comparative Discourse Analysis: Dichotomous Reality from a Polish Immigrant's Perspective (Ewa Krawczyk); and (13) Emergent Bilinguals in the Curriculum (Adriana Goenaga Ruiz de Zuazu).