Rethinking Established Approaches in the Language Classroom and Beyond

“This volume offers a profound emotional and intellectual shift, moving beyond the pain of colonial wounds toward a future of connection. By centering Indigenous wisdom and noncolonial creativity, the editors curate a vital space for healing. It is an essential guide for educators seeking to restore dignity and humanity to language learning.”

- Angel M. Y. Lin, The Education University of Hong Kong

“This edited book is an invaluable resource for creating inclusive, equitable learning environments. Moving beyond critique toward a "pedagogy of hope," it brings together diverse global voices to challenge coloniality. A must-read for educators wishing to support relational, creative, and non-hierarchical pedagogical spaces.”

- Jasone Cenoz, University of the Basque Country

“This excellent, innovative volume on critical language education by Brinkmann, Gerwers, Melo-Pfeifer & Millacura Salas moves us beyond a simple critique of colonial logic and structures. Instead, it documents the creative practices and pedagogies that have always moved, and continue to move, local communities with epistemologies of hope, care and co-creation outside of colonial domination.”

- Ofelia García, The Graduate Center, City University of New York

“On occasion provocative, this volume primarily aims to strip decoloniality of its unhelpful associations — some putative — establishing rather the foundations for its reconfiguration as a rechristened, noncolonial framework, one that allows for untethering the critique of language education praxis from its rootedness in an exclusive colonial matrix, without, however, denying the political economy of colonialism.”

- Bassey E. Antia, University of the Western Cape

“This powerful book sets the tone for a timely and necessary intervention in language education. Moving beyond reductive and de-historicized accounts of decoloniality, the authors offer a critical lens of noncoloniality that highlights both the enduring structures of coloniality and the possibilities for transformative pedagogical practice. With intellectual clarity and reflexive depth, this book not only interrogates the field but also reimagines it, advancing a pedagogy rooted in creation, responsibility, and hope.”

- Sender Dovchin, Curtin University, Australia