Reseña

This book offers a window onto the personal and collective journey(s) towards decolonial inquiry of nine English Language Teaching (ELT) researchers of the South. They share their stories of learning what it means not only to question the historical and ongoing violence of modern institutions of epistemic power (especially schools, universities, and academic disciplines) but to recognize, face, and detangle the roots of coloniality in their ways of knowing, relating and being with/in the profession.
The immensity of this task is enormous. The authors of this book describe it as a process of swimming into “uncharted waters” as they face the complex, unknowable, and uncomfortable necessity of being epistemological and ontologically disobedient not only to professional norms and expectations but to cherished assumptions about knowledge, identity, purpose, truth, and justice.