Introduction: Decolonizing Education as Site of Possibilities and Contestations

We find ourselves in a world where the very notion of decolonization is being challenged and weaponized by those invested in maintaining colonial structures and practices. We must push back at this. In this volume, we think about the possibilities of decolonizing knowledge. Mignolo and Walsh (On decoloniality: Concepts, analytics, praxis. Duke University Press, 2018) urge us to ask, “What does it mean to decolonize? Who is doing it, where, why, and how?” (p. 108). Decolonizing education centers knowledge and perspectives of those who have been rendered to the margins by the perpetuation of colonialism. In this volume, we create space across disciplinary, institutional, national, and international contexts that draw on different kinds of knowledges. The works covered by authors from various geographies in this volume reveal possibilities for a decolonial approach in different contexts that can further the cause of a more just education where subaltern voices and those on the margins can be centered. It is an encouragement and invitation for scholars across the globe and disciplines collaborate not only in theorizing, but praxis.