Carolyn McKinney is Associate Professor of Language Education in the School of Education, University of Cape Town, South Africa. She is the author of Language and Power in Post-Colonial Schooling: Ideologies in Practice (2017, Routledge).Pam Christie is Emeritus Professor of Education, University of Cape Town, South Africa and Honorary Professor, The University of Queensland, Australia. She is the author of Decolonising Schooling in South Africa: The Impossible Dream? (2020, Routledge).

• AcknowledgementsContributorsPrologueChapter 1. Carolyn McKinney and Pam Christie: Introduction: Conversations with Teacher Educators in Coloniality   Part 1: De/coloniality in Schooling Harry Garuba: Leaving Home at 10 Chapter 2. Xolisa Guzula: De/coloniality in South African Language in Education Policy: Resisting the Marginalisation of African Language Speaking Children  Chapter 3. Pinky Makoe: Navigating Hegemonic Knowledge and Ideologies at School: Children’s Oral Storytelling as Acts of Agency and PositioningChapter 4. Robyn Tyler: Identity Meshing in Learning Science Bilingually: Tales of a 'Coconuty Nerd'Part 2: Delinking from Coloniality in Teacher Education  Chapter 5. Kate Angier, Carolyn McKinney and Catherine Kell: Visual Essay: Teaching and Learning beyond the Classroom: What Can We Learn from Participating in Struggle with our Students?  Chapter 6. Annemarie Hattingh: Learning Science from umaGogo: The Value of Teaching Practice in Semi-rural School Contexts  Chapter 7. Rochelle Kapp: Engaging Deficit: Pre-service Teachers’ Reflections on Negotiation of Working-class Schools  Chapter 8. Soraya Abdulatief: Thirdspace Thinking: Expanding the Paradigm of Academic Literacies to Reposition Multilingual Pre-service Science Teachers Chapter 9. Carolyn McKinney: Delinking from Coloniality and Increasing Participation in Early Literacy Teacher EducationChapter 10. Catherine Kell in conversation with Xolisa Guzula and Carolyn McKinney: Reinventing Literacy: Literacy Teacher Education in Contexts of ColonialityPart 3: Conversations with Teacher Educators in Brazil, Canada and ChileChapter 11. Cloris Porto Torquato: Teacher Education amid Centralising/Colonial and Decentralising/Decolonial Forces  Chapter 12. Vanessa Andreotti and Sharon Stein: Education for Depth: An Invitation to Engage with the Complexities and Challenges of Decolonizing Work Chapter 13. Natalia Ávila Reyes: Transnational Connections in the Global South: A Reflection on this Book’s ReceptionIndex

Courageously following Harraway’s injunction to ‘stay with the trouble’, this important edited collection confronts the complex and complicit nature of teaching language and literacy in contexts of coloniality, while simultaneously providing possibilities for rethinking practice.