In this volume, editors Jo Anne Kleifgen and George C. Bond (K & B) compile a medley of voices to critically counter the notion of “linguistic exceptionalism” (p. 3) surrounding vernacular varieties of languages in Africa and the African diaspora. The contributors to this advocative volume demonstrate how exceptionalist discourse serves to marginalize its speakers through educational policies and practices. Collectively, the contributors suggest that “comprehensive ” (p. 10) is crucial to reverse false beliefs of linguistic exceptionalism. Additionally, the authors offer ways that  positive  discourses  of  diversity  might  be  fostered  through changes in educational pedagogy and policy that facilitate the use of students’ “linguistic resources” (p. 11) to give all students access to a quality education.