Decolonial Entanglements

Jairo I. Fúnez-Flores is an Assistant Professor of Curriculum Studies at Texas Tech University. He is the Program Chair of the Decolonial, Postcolonial, and Anti-Colonial Studies in Education SIG for the American Educational Research Association. His research is situated at the intersection of sociocultural studies in curriculum theory, decolonial theory, critical ethnography, and social movement research. Currently, he is advancing what he calls insurgent decolonial theory to situate thought in sites of struggle. He has published articles in Theory, Culture & Society, Globalisation, Societies and Education, Sociology Compass, and Educational Studies. He is also the co-editor of the Bristol University Press book series Decolonization and Social Worlds, lead editor of the Routledge book series Decolonial Entanglements: Praxis, Pedagogy, and Social Theory, and lead editor of The Sage Handbook of Decolonial Theory. Ana Carolina Díaz Beltrán is an Assistant Professor of Social Studies Education at the University of Texas Rio Grande Valley. Her research focuses on the living experiences of citizenship and belonging of transnational Latine youth, intergenerational schooling experiences of Black families in the US, and decolonial thought and praxis. She has published articles in Curriculum Inquiry, Theory & Research in Social Education, and Educational Studies.Nathalia E. Jaramillo is Professor of Interdisciplinary Studies at Kennesaw State University in Atlanta, Georgia. She is the author of Immigration and the Challenge of Education (2012) and coeditor of Epistemologies of Ignorance in Education (2011) and Disrupting Colonial Pedagogies: Theories and Transgressions (2024). Her scholarship engages feminist, decolonial, and critical pedagogical frameworks to examine how knowledge, identity, and power are constructed and contested across educational and social contexts. Jaramillo has written extensively in the fields of critical educational thought and the politics of education. Across her teaching and writing, she seeks to cultivate spaces of epistemic justice and community-centered transformation within and beyond the academy.

• IntroductionPART I: PRAXIS IN A TIME OF GENOCIDE AND SCHOLASTICIDE1 Education Above the Rubble: Israel’s Scholasticide in Gaza 2 Grief and Liberation: Decolonial Praxis in the Face of Genocide 3 Teaching as Resistance: Towards an Abolitionist and Decolonial Praxis in University Education 4 Decolonial Pedagogy and Praxis in a Time of Live-Streamed Genocide: Dialogic Notes from a Global North Classroom 5 Lessons from the UC Intifada Liberated ZonePART II: ENTANGLED STRUGGLES AND EPISTEMOLOGIES6 A Roadmap to Self-Determination: Decolonial Feminisms in Puerto Rico7 Pilipiniana as Anticolonial Theorizing From-Us-For-Us8 Untethering the Youth Carceral State: Reorienting Toward Decolonial Educational Abolitionism Praxes9 Hemispheric Mexican-Origin Indigenous Campesino Struggles for Life10 Transnational Encounters Among Educators and Movements: Toward Political and Pedagogical Possibilities Beyond Colonial and (Neo)Liberal Regimes 11 Decolonial Feminisms as Border Thinking: A Genealogical JourneyPART III: POETICS OF REFUSAL AND WORLDMAKING12 Once-children, Now Teachers: Theorizing Black and Indigenous Educator Care as Self-Defense13 Migrants’ Testimonios with/from Una Mirada al Sur14 Storytelling and Spirals: (Re)membering, (Re)storying, and (Re)visioning for Collective Liberation and Refusal