This volume describes a Participatory Action Research (PAR) project involving educators from Belize and the US to illustrate the critical role of shared dialogue in transnational teacher education.

Through in-depth socio-historical analysis of discourses around school performance and student dropout rates in Brazil, this volume highlights a colonial legacy of exclusionary schooling practices rooted in racist, violent, and classificatory logics.

This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.

By foregrounding the voices and experiences of scholars from the Global South who have migrated to institutions in the Global North, this volume theorizes the "third space" as a unique, rich, and generative position in the Western academy.

Adopting a uniquely critical lens, this volume analyzes the relationship between forced migration, the migrations of people, and subsequent impacts on education. In doing so, it challenges Euro-modern and colonial notions of what it means to move across "borders".

This volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings.