Sandro R. Barros is Assistant Professor in the Department of Teacher Education at Michigan State University, USA.Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and a Professor in the School of Education at Virginia Commonwealth University, USA.

• Foreword: "The People" Lost in TranslationSamuel Rocha From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual EducationSandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and BilingualismChris K. Chang-Bacon and Soria E. Colomer The Critical Space Between: Weaving Freirean and Sociocultural PedagogiesBrandon J. Sherman and Annela Teemant Transforming Privilege: The Four R’s of Pedagogical PossibilitiesAdam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual LearnersHeather LinvillePart II: Empirical Analyses Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean AnalysisTatiana M. Cevallos and Rosa M. Floyd (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual StudentsKara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background YouthCarrie Symons and Kasun Gajasinghe Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action ResearchAmanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman Problematização and Poesis: Making Problems with Freire and Someone Else’s SyllabusCori McKenzie Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) AgudeloAfterword by Valdir Borges