A timeline bears visible the long histories of linguistic in/justice in England’s schools. But this is not just about documenting harms. It is about documenting resistance.

The point of this timeline is to make visible the long histories of both injustice and resistance.

The focus of the timeline is on England. That includes, but is not limited to, education policy, practice, and academic research. There are various reasons for focusing on England, but one of the core reasons is that England represents the ground zero of deficit thinking. But England does not of course exist in a political vacuum – there are entries in the timeline which do not have their origins or foci on England. These are chosen for inclusion because they are deemed to have had particular influences and effects on what has happened in England.

The timeline is presented in chronological order but that is misleading. Entries on the timeline are of course not discrete nor are they disconnected from other entries. The timeline is not chronological but genealogical.