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This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.

This article is intended to share the U.S. District Court of Minnesota Probation and Pretrial Services’ experiences, knowledge, practices, and processes for working with extremist/terrorist defendants and offenders with other criminal justice professionals. Over the past decade, the District of Minnesota has been challenged with meeting the demands of more jihadist-type extremist cases than any district in the United States. The Federal Judiciary’s Probation and Pretrial Services national system does not have specialized risk and needs assessment tools, intervention strategies for disengagement and rehabilitation programming, or specific supervision practices for working with this new generation of extremist/terrorism participants. After conducting extensive research, the District selected international experts to provide training and tools for working with extremists that range from jihadists to white supremacists. The District has implemented a team-based approach for working with extremists to include combining current Probation and Pretrial Services practices with programming developed by Expert Consultant Daniel Koehler, Director of the German Institute on Radicalization and Deradicalization Studies (GIRDS), and a risk assessment tool and manualized intervention strategies developed by Her Majesty’s Prison and Probation Service of the United Kingdom. By necessity, the District of Minnesota has become both a training hub and experimental lab for developing the first of its kind of practices for working with extremist cases in the United States. The District of Minnesota has developed the Minnesota Probation and Pretrial Services Justice Model of Intervention, Disengagement, and Rehabilitation for working with extremists. This model of specialized tools, training, and knowledge has been incorporated into assessing release or detention of defendants pending trial, identifying pretrial release conditions, determining appropriate sentence recommendations, and developing the necessary special conditions for community supervision to ensure both public safety and disengagement from extremism as components of the rehabilitation process.

Opening with a consideration of the methodological stakes, the paper examines, in a preparatory way, the phenomenon of the startle as a limit case for phenomenological analysis. Taking a bearing from a traditional Husserlian schema, the analysis quickly finds itself twisting and turning, contorting the received phenomenological method in order to remain with the phenomenon. Elements of Heidegger’s “fundamental analysis of Dasein” are also tried out, but similarly find themselves dislocated by the peculiar phenomenological content of the startle. Thus unsettling the basic structures of phenomenology and temporality, the paper concludes by setting the scene for an encounter with Levinas’ perturbing notion of the il y a.