Edited by George J. Sefa Dei, Marycarmen Lara Villanueva and Rukiya Mohamed, Ontario Institute for Studies in Education, University of Toronto, Canada

• ContentsForeword xiiNelson Maldonado-TorresIntroduction to anti-colonial education 1George J. Sefa Dei, Marycarmen Lara Villanueva and Rukiya MohamedPART I INDIGENEITY AS PEDAGOGICAL PRAXIS1 An anticolonial model: syncretic education throughindigenous knowledge and intersectionality 11Jamaine M. Abidogun2 Unbleaching the curriculum: anti-colonial education inEnglish as a second language education and beyond 28Lahcen Qasserras and Greg Wiggan3 Decolonizing my science as a philosophical stance: theanticolonial autoethnography 54Umar Umangay4 Unravelling Eurocentric epistemology as a driver of epistemicoppression in education research: possibilities and tensions 72Marie McLeodPART II THEORIZING THE ANTI-COLONIAL5 Digital platforms and ancient African knowledge systems:triumphs, vulnerabilities and pedagogical possibilities 84Gloria Emeagwali6 Anti-racist and anti-colonial pedagogy in early readinginstruction 100Hardeep Shergill7 Indigenous Zapatista metaphoric epistemologies: someepistemologies of power for anti-colonial education 118Raul Olmo Fregoso BailónPART III SPATIOLOGY OF BLACKNESSES8 Black boyhood and the coloniality of Eurocentric education 133Ahmed Ilmi9 “Words have wings, words have feet”: autoethnographicrecovery of home in Danticat’s Brother, I’m dying 147Palvi Sidana10 My mother tongue is a colonial one: reflections onanticolonial language education as resistance 157Mercy O. Martins and Shona McIntoshPART IV THE ARTS11 Anticolonial and antiracist (audio)visual literacy 177Rodrigo Zarate MoeadanoPART V CONFIGURATIONS OF POWER, FUGITIVITY, ANDREFUSAL12 Decolonial and settler colonial studies, and the examinationof boarding schools as geopolitical institutions 193Cassandra Rose and Jairo I. Fúnez-Flores

‘The intellectual urgency of the moment to reimagine the future of education against the past of miseducation supplies the epistemic framework for this unique book. It speaks to the values of decolonial education as a critical, transformative agency for liberation. The collected voices manifest new forms of epistemic liberation that relate practices to theories, and both to the production of minds that are organic and anchored to the spirit of ancestral regeneration.’