Diversity

The contemporary movement for Asian American history education is deeply rooted in the broader historical struggle for Asian American Studies. Emerging as a formal academic discipline in the late 1960s, Asian American Studies was born from the activism of Black, Indigenous, Chicanx, and Asian American students during the 1968–1969 strikes at San Francisco State College and the University of California, Berkeley. In the late 1980s and 1990s, Asian American Studies saw significant national growth propelled by college student activism. In the wake of these first two waves of the Asian American movement, historian Erika Lee has described recent legislative mandates for Asian American education as its “third era,” now focused on K-12 education. The Third Wave of the Asian American Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms highlights the various efforts to center Asian American experiences, narratives, and histories in K-12 classrooms across the United States. In states where legislative mandates have passed, there remain significant disorganization and challenges with providing the resources educators need to implement the mandated instruction. In particular, the lack of funding for curricular development and teacher professional development has left organizers and educators with few resources. This has resulted in uneven approaches that vary widely in terms of their criticality – an essential component of ethnic studies writ large. At the same time, there have been incredible successes and alternative approaches to creating Asian American-focused teaching and learning spaces, but few of these examples have been documented in scholarly journals due to the lengthy publication process and nascent nature of these movements. The Third Wave of the Asian American Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms offers an innovative and intimate glimpse into the experiences of educators, organizers, and youth who insist on centering Asian America in and out of the classroom. In doing so, educators and youth will find examples of classroom practices and the impact of Asian American Studies on them personally and academically. The Third Wave of the Asian American Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms will be targeted to academics, educators, and community organizers. For scholars of Asian American Studies broadly (including historians, sociologists, anthropologists, educators), this book will offer a rare glimpse into very recent efforts for Asian American Studies from the last five years and will be a vital addition to college, university, and public libraries. Among researchers and teacher educators interested in Asian American education, the chapters provide in-depth insight into contemporary Asian American Studies curriculum and instruction. Ethnic studies scholarship is largely published by researchers who have not participated in traditional teacher preparation and are unfamiliar with K-12 classroom praxis. The authors contributing to this volume consist of classroom teachers, their students, teacher educators, education scholars, and community organizers – that is, individuals who are deeply and directly involved in the day-to-day efforts to raise awareness, teach, and learn about Asian American Studies in public schools. While more and more states continue to pass legislative mandates for the teaching of Asian American histories, few resources are available that highlight the critical consciousness, pedagogical challenges, and professional development necessary to bring such requirements to fruition. The Third Wave of the Asian American Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms can be adopted by instructors to address this gap in the field. The strategies, successes, and challenges described in this book will be a vital resource for those interested in promoting the teaching of Asian American Studies in their own schools, districts, communities, and states.Perfect for courses such as: Introduction to Asian American Studies; Ethnic Studies; Asian American Education; Asian American Studies & Education; Multicultural Education in the United States; Current Issues in Educational Policy; Current Issues in Social Studies Education

Reclaiming Space: Critical Conversations about Black Education to Spark Transformative Change invites readers on a journey to reimagine educational spaces that truly embrace diversity and inclusion. Along with contributing authors, Dr. Marks draws upon her personal experiences as a student and educator to explore systematic barriers that have hindered and marginalized Black voices and perspectives. With the spirit of Sankofa and the power of ‘reimagining and dreaming,’ Dr. Marks and her colleagues provide compelling narratives and research-based strategies that challenge traditional norms within educational spaces and empower stakeholders to actively participate in cultivating environments where Black educators and students can truly thrive. Reclaiming Space is not simply a call to action, it is an insistence on enacting culturally responsive and sustaining transformational change in educational spaces. Reclaiming Space acknowledges the ways in which Black youth and educators alike have been disenfranchised in educational spaces, from the silent push out of Black educators, diminishing the presence of Black educators in classrooms across the nation, to the plethora of harms caused to Black youth in K-12 spaces (including, but not limited to, the achievement gap, discipline gap, and disproportionate special education referrals). What we have seen since the Brown v. Board of Education decision is the marginalization of Black youth and educators in addition to the elimination of Black excellence in schools. As such, Reclaiming Space seeks to create a counter narrative to push back on deficit perspectives and ideologies in regards to the ways in which we view and interact with our Black students and educators. This volume works to illuminate the Black community and inspire all to consider the ways in which we can work to center Black excellence, and uplift Black youth and educators alike to reclaim space within the American educational system. Reclaiming Space will be separated into three sections, which will revolve around themes of disrupting harmful systems of practice, centering Black excellence and affirming Black culture, and supporting Black educators. Chapters for each of the three sections will be compiled of submitted manuscripts based on the questions listed above. In this way, this book volume seeks to work as a counter narrative to deficit viewpoints and perspectives, but also an act of itself in ‘reclaiming space.’ Reclaiming Space is intended to inspire others to center and/or affirm Black excellence in meaningful ways that work to better support our Black students and teachers. The text most strongly works for K-12 educators and administrators, faculty in higher education, and community members. The topics within Reclaiming Space are of interest to both those who are within the field of education and those who are not, as the issues stemming from harmful educational practices goes on to permeate spaces beyond. Having strong voices and experiences with disrupting these harmful practices from different perspectives and vantage points will hopefully not only better inform readers, but spark interest and hope as we move forward to dream about an educational system that is truly grounded in equitable access and opportunities for all.Perfect for courses such as: Introduction to Black Studies; Teaching for Diversity and Social Justice; Critical Thinking and Contemporary Social problem (sociology); Race and Ethnic Relations; Race and Ethnic Dynamics in the United States; Black Experiences in the United States; Cultural Diversity in US Schools; Sociology of Education; Sociocultural Foundations in Education; Classroom Management and Differentiated Instruction

In this moment of heightened political repression, racial retrenchment, and global anti-Blackness, the urgency of confronting anti-Blackness within, through, and across communities of color has never been greater. As book bans spread, Critical Race Theory (CRT) is vilified, and diversity, equity, and inclusion (DEI) initiatives are dismantled, we must reckon with the reality that anti-Blackness is not an aberration, but an organizing logic of racial formation and global white supremacy. This edited volume brings together scholars, educators, and community organizers to interrogate the ways anti-Blackness is perpetuated within / through / across Latinx and Asian American communities—and the complex, often contradictory practices of complicity, resistance, and solidarity that emerge in response. Drawing on interdisciplinary perspectives from disciplines / professions like education, ethnic studies, sociology, psychology, cultural studies, social work, and gender studies, Asian and Latinx Anti-Blackness in Schools and Communities: Complicated Stories of Complicity and Resistance refuses simplistic narratives that position non-Black communities of color solely as victims or solely as perpetrators. Instead, contributors adopt a both/and framework, naming the ways Latinx and Asian communities have benefited from proximity to whiteness (as it relates to anti-Blackness) while also highlighting the histories, ruptures, and refusals that open / reveal possibilities for coalition and collective liberation. Organized into three sections—Anti-Blackness With/In, Through, and Among Latinx & Asian Communities, Geographies and Spaces; Anti-Blackness in Latinx & Asian Teaching, Pedagogy, and Curriculum; and Anti-Blackness and the Precarity of Racial Categories—the chapters combine empirical research, conceptual essays, narrative, and autoethnographies. Together, they explore topics such as racial formation, racial hierarchy, racial triangulation, the intersections of Blackness, the policing of language and accent, and the lived experiences of multiracial individuals navigating contested racial boundaries. The book situates these discussions within the shifting demographic and political landscape of the United States, where the 2020 Census revealed a decline in the white population alongside an increase in racial diversity, and where Kamala Harris’s historic tenure as the first Black and Asian American Vice President (and presidential candidate) illuminated both the promise of representation and the persistence of racial hierarchy. These contexts underscore a central question animating the volume: How do Latinx and Asian communities—within schools, neighborhoods, and transnational networks—navigate the tensions between inclusion and erasure of Blackness in the broader racial imaginary? Ultimately, this volume is both critique and invitation. It challenges readers to: confront how anti-Blackness is reproduced in everyday practices and institutional structures; to reckon with the privileges and harms tied to racialized positioning; and to imagine relational, historical, and spatial practices of accountability within / through / and among Latinx and Asian communities. By centering the voices of scholars and storytellers committed to racial justice, Asian and Latinx Anti-Blackness in Schools and Communities offers not only a sharper understanding of racial dynamics beyond the Black–white binary, the impact of the binary, but also concrete pathways toward dismantling anti-Blackness and building enduring, justice-oriented solidarity.

Teacher education, preparation, and professional development form the bedrock of what occurs in U.S. classrooms. Nonetheless, we are facing a teacher crisis on multiple fronts: teacher employment and retention are diminishing as the profession becomes increasingly deprofessionalized. Simultaneously, the majority of U.S. teachers are white, receiving teacher education from predominantly white institutions (PWIs), and are ill-equipped to teach effectively and responsively in our increasingly diverse classrooms. Since the standards movement took hold in the 1990s and gained momentum after the No Child Left Behind Act of 2002, education for pre- and in-service teachers has resembled a game of whack-a-mole in which postsecondary educators, academic coaches, school leaders, and professional development companies have formulated teacher education to respond to evolving policy mandates, student performance metrics, support for and rejection of DEI initiatives, and a constant flow of scholarship touting “best practices.” As a result, teacher education that pushes boundaries and the status quo must instead emphasize transformation, liberation, equity, and authentic learning for all students. In Moving from Limited to Liberated Teacher Education, we present nuanced approaches to transforming the education of pre- and in-service teachers, thus impacting PreK-12 at large. The enclosed chapters explore social justice instructional coaching, linguistically responsive academic coaching, transforming student and teacher assessment, preparing justice-oriented content-area teachers, teacher candidate identity and social justice mindset development, transformative action research in teacher preparation, critical professional development for justice, and transformative teacher mentorship. Educators are doing great work that pushes the limits of what is considered “best practices,” be it through advocating for authentic project-based curriculum and assessment over standardized assessments, restorative justice over punitive classroom management, culturally and linguistically responsive teaching over standards-based lesson planning, or instructional coaching that liberates teacher creativity and emphasizes mental health over performance and results. Moving from Limited to Liberated Teacher Education celebrates such practices and provides a roadmap for readers to enact them. Innovative and creative methodologies and practices that educators, educational leaders, and teacher preparation faculty can use right away are the primary focus of Moving from Limited to Liberated Teacher Education. As former or current PreK-12 practitioners, teacher educators, and/or education scholars, editors and contributors tailored the book for a broad educational audience. The editors and contributors provide practicing teachers, pre-service and practicing educational leaders (and mentors and coaches), and teacher educators entry points for transforming the PreK-20+ landscape in favor of liberatory, transformative practices in schools across grade levels, content areas, school types, and geographic regions. This book is ideal for teacher and leadership preparation programs and PreK-12 professional development, guiding readers through theoretical and empirical discussions supported by hands-on applications, and concluding with interactive features like case studies, extension activities, and discussion prompts.Perfect for courses such as: Introduction to Cultivating Culturally Responsive Schools; Introduction to Diversity, Equity, and Inclusion in Schools; Introduction to Supportive School Communities; Introduction To School Improvement; Instructional Coaching for Equity and Justice; Introduction to Transformative Professional Development and Professional Learning Communities; Instructional Leadership for Social Justice; Foundations of Social Justice School Leadership; Foundations of Transformative Leadership

From Academic Mochilas to Reflejos Brillantes: Latina/o/x Students and their Quest for Educational Excellence was written to continue elevating the notion that education is a pathway forward for individual, family, community, and societal transformation. Anchored around two primary metaphors — the mirror and the mochila (backpack) — this book aims to engage educators, leaders, students, families, community members, and policymakers to consider how the mirror and the mochila can be used as tools to transform educational practice, pedagogy, and policy for Latina/o/x/e students across the K-12, community college, and university systems. Dr. Rodriguez begins From Academic Mochilas to Reflejos Brillantes with his own educational journey, discussing the challenges and opportunities that shaped his pathway through education and on to higher education. He discusses the intellectual foundations of reflejos as a result of research conducted in a predominantly Latina/o/x student high school in California. The remainder of From Academic Mochilas to Reflejos Brillantes focuses on strategies to build Reflejos Brillantes, beginning with affirmation-based pedagogies resulting in reflejos valiosos (worthy reflections). Then, in Chapter Four, Dr. Rodriguez explains the intellectual foundations of the academic mochila, which helps test the institutional espejo (mirror) and introduces how we can arrive at refjejos llenos (full reflections). Dr. Rodriguez believes all forms of education should strive to serve as an espejo to the students they serve. While Latinas/os/xs continue to grow as a demographic, there are deep-seated inequalities that must be understood within a historical context, and recognition must be paid to how far we actually need to go in order to advance our community in education and society. Education, even with its various challenges, has the potential to move our communities toward equity and justice. This progress will not happen by accident, and we must intentionally create the conditions that move us toward a more hopeful future. We must fight for the espejos that make sense for us. From Academic Mochilas to Reflejos Brillantes explores what this looks like. In order to build institutional espejos that reflect Latina/o/x student brilliance back to them, educators, researchers, and policy makers must be willing to recognize the gifts, skills, knowledge, and experiences that students already bring in their mochilas. This recognition of existing brilliance allows us to build on and contribute to it, but the first step in education is to recognize that the mochila exists, using education as a vehicle. The mochila is conceptualized from two key sources — the experiences of Latina/o/x high schools students and situated within the additive conceptual frameworks in education created by mostly Chicana/o/x and Latina/o/x scholars in the field of education. Throughout From Academic Mochilas to Reflejos Brillantes, Dr. Rodriguez speaks directly to all Latina/o/x students about seven essential steps to achieve reflejos victoriosos (victorious reflections), and finally, Dr. Rodriguez closes the book with a call to action by proposing a 12-point framework that can be used to advance Latina/o/x education in the U.S., or what he frames as reflejos futuros (future reflections). This framework aims to advance the conversation locally and nationally to advance education for and with the Latina/o/community, and to build Reflejos Brillantes into the collective future. From Academic Mochilas to Reflejos Brillantes aims to celebrate and facilitate Latina/o/x student success.Perfect for courses such as: Introduction to Education; Issues in Latina/o/x Education; Introduction to Ethnic Studies; Chicana/o/x Education; Diversity and Equity in Education; Urban Education; Introduction to Teaching; Critical Pedagogy; Education in a Diverse Society; Sociology of Education; Social Context of Education; Social and Cultural Foundations of Education; Educational Leadership

For decades, schools have invited families to get involved, to volunteer, to attend conferences, and to support school events. While well-intentioned, these traditional approaches to family engagement often reinforce deficit-based assumptions, privileging dominant cultural norms and overlooking the intellectual, cultural, and social wealth that families bring to education.Moving From Involvement to Equitable Community Collaboration challenges this status quo, offering a transformative vision in which families, educators, and communities become co-creators of educational systems. This collection centers equity in education by arguing that this cannot be achieved without shifting from models of parent involvement, partnership, and engagement toward authentic, collaborative practices that redistribute power and center the lived experiences of marginalized families. Drawing on research, Moving From Involvement to Equitable Community Collaboration demonstrates how schools can shift from seeing families as simply clients or supporters to recognizing them as leaders, cultural brokers, and advocates for systemic change. At its heart, equitable community collaboration reimagines the relationships between schools, families, and communities. It asks educators to foster reciprocal relationships, shared leadership, and collective responsibility, where families’ voices shape decision-making and reform. Through compelling examples, ranging from Latinx families codeveloping district policies to multilingual parents co-designing curricula with educators, this collection illustrates how collaboration rooted in trust and authentic care can transform schools into sites of justice, belonging, and flourishing for all students. Each chapter of Moving From Involvement to Equitable Community Collaboration weaves together scholarship, case studies, and practical tools to guide PreK–12 educators, leaders, and preservice teachers in embedding equitable collaboration into their daily practice. The book is organized into three dynamic sections: Conceptual Foundations introduces transformative frameworks for equitable collaboration, including relational power (“power with”), cultural brokering, and community cultural wealth. Taking the Next Steps offers practical strategies for building structures that sustain shared leadership, such as family advisory councils, co-designed curricula, and community-rooted partnerships. Interactive Features engages readers through reflective prompts, case studies, and curated resources that encourage self-reflection, dialogue, and application. By centering collective strengths rather than individual deficits, Moving From Involvement to Equitable Community Collaboration pushes back against competitive, individualistic models of education. It calls on schools to cultivate shared advocacy, mutual accountability, and structures that honor the expertise and leadership of the families that they serve. Importantly, Moving From Involvement to Equitable Community Collaboration frames this work as inherently sociopolitical, requiring schools to confront historic and current inequities, challenge hierarchies, and sustain practices that redistribute power over time. Written for educators, leaders, scholars, and community partners, Moving From Involvement to Equitable Community Collaboration provides both a critical lens and a practical roadmap for building reciprocal relationships that are culturally responsive, justice-oriented, and transformative. When working together, schools, families, and communities have the power to reimagine education, not in isolation, but in collaboration. This book shows how to take that essential step. Given our space, place, and time as we emerge from a worldwide pandemic, educational inequities that were always present have surfaced and were noticed by the masses and mainstream media. Coupled with unfounded claims leading to the removal of equity and justice programming in schools, it is of the utmost importance to sustain the momentum for socially-just educational practices. The purpose of Moving From Involvement to Equitable Community Collaboration is to demystify educational trends and provide alternative transformative educational practices to enhance the work of authentic social justice education in schools. This book series of collections will juxtapose trendy educational adoptions, which can result in more unintentional harm than good, with more authentic equity and justice models that serve all students across PreK-12 schools. Perfect for courses such as: Introduction to Social Justice in Education; Community Engagement; Introduction to Educating For Equity And Social Justice; Introduction to Cultivating Culturally Responsive Classrooms; Foundations Of Culturally And Linguistically Responsive Practice; Introduction to Diversity, Equity, and Inclusion in Schools; Principles of Professional Collaboration In Education; Introduction to Supportive Classroom Communities; Introduction To School Improvement, Introduction to Teacher Leadership And School Improvement; Principles of Teaching Diverse Learners; Introduction to Multiculturalism in Education

Teaching that aims to be inclusive of marginalized communities is under attack in the United States, evidenced, for example, in widespread school book banning efforts, prohibition of Advanced Placement African American history, and a general tenor of fear among educators across the K-12 and higher education spectrum. This fear originates from a variety of pedagogical attempts at teaching content or utilizing practices that do anything other than valorize the dominant narrative and status quo in the United States. Classroom teachers and college instructors ask what can be done to uphold the practices they know to support students from all backgrounds to experience educational success and inclusion that won’t capture the ire of parent groups, school boards, or educational commissions bent on squelching such critical efforts. Against the Current: Inclusive Multicultural Education Practices for Contentious Times addresses these issues by providing examples from K-12 and higher education classrooms where educators’ practices offer a path forward. Each chapter in the book presents an example of ways educators practice multicultural inclusivity and offers insights on how to do so even in hostile environments. Chapters in Part 1 of the book offer re-framings of flashpoint issues, including such topics as anti-Muslim racism and fugitive pedagogical practices. While the chapters in Part 1 offer a grounding in ways educators might rethink the work at hand, the chapters in Part 2 offer innovative tools or practices that educators across grade levels--including higher education--can use, including frameworks for cultivating deep listening when confronting emotionally charged topics in the classroom and curriculum materials for family and community engagement. Finally, Part 3 of the book offers case studies of this work in action, including examples at the individual teacher or instructor level, the classroom level, and the schoolwide level. The volume includes a guide for readers with discussion and reflection questions, extension activities, and additional resources for each chapter. Against the Current is critical reading in a variety of settings. It can be used in professional development programs to better equip teachers. College and university libraries will want it in their collections. As a teaching textbook, its content will apply to a large number of classes in multicultural education, inclusive teaching and learning, and other courses, thus equipping preservice teachers with valuable tools as they prepare to enter schools.Perfect for courses such as: Introduction to Education; Educational Equity; Foundations of Education; Multicultural Education; Social Justice and Education; Teacher Education; Teaching Methods; Educational Practice; Educational Studies

Mistakes We Have Made: Implications for Social Justice Educators, second edition, continues the conversation started in the first edition. Dr. Bre Evans-Santiago has once again collected a variety of voices from authors with a wealth of experience teaching in K-12 schools and utilizing culturally relevant practices. This new edition is current with social justice research and strategies, while connecting the audience through personal vignettes in each chapter. The context is organized into three themes: Inclusive Classrooms, Curriculum Implementation, and Professionalism. Reflection questions are provided at the end of each chapter, which will guide the practitioners to self-reflect and plan next steps accordingly. The e-book provides links to videos, strategies, articles, and other supplemental materials to make this text a "one-stop-shop." Mistakes We Have Made speaks to several audiences, from pre-service teachers to any practitioner that needs a new perspective on teaching with a social justice lens. This text can be used in a variety of college courses, professional development workshops, or as a gift for new teachers.Perfect for courses such as: Social Justice for Educators | Diverse Perspectives for Educational Leaders | Diversity and Multiculturalism | Sociocultural Foundations in Education | Issues in Education | Elementary Teacher Foundations | Sociology of Education

Multi-Tiered Systems of Support (MTSS) is an important addition to a long list of initiatives designed to ensure educational equity for all students. Veteran educators will recognize many MTSS strategies as practices they already use, while others may feel uncertain or overwhelmed by yet another framework. This book bridges that gap—grounding MTSS in authentic classroom experience and practical wisdom.Through vivid, real-life stories, the authors illuminate both the complexity and the humanity of school-based work. Drawing on decades of experience—as a classroom teacher and as a school counselor/psychologist—their narratives span from 1982 to the present day, including insights from K–12 settings and university teaching. Each chapter presents a compelling case study highlighting student and classroom engagement across grade levels. These stories invite reflection and dialogue around research-based best practices and educational theory, with each chapter concluding in a transparent explanation of the authors’ professional thinking.Readers will trace the evolution of educational practice over time—from an era when Culturally Responsive Pedagogy was rarely discussed to today’s emphasis on inclusive, socially-constructed learning environments. The book chronicles the profession’s broader shift from behaviorism to social constructivism and demonstrates how that journey informs effective MTSS implementation.The case studies illustrate how culturally responsive practices, data-informed decision making, and authentic relationships with students create the conditions where academic growth, positive behavior, and social-emotional wellness intersect. Universal (Tier I), Targeted (Tier II), and Intensive (Tier III) supports—across academics, behavior, and social-emotional learning—are woven seamlessly throughout.Ideal as an introduction to both the theory and practical application of MTSS, this book offers clarity, compassion, and hard-earned insight. It is designed to spark meaningful discussion in teacher preparation programs, professional learning communities, school buildings, and district leadership teams.Perfect for courses such as: Positive Behavior Supports; Role and Function of a School Psychologist: Positive Behavior Supports (Practicum); Crisis, Trauma Response, and Interventions; Academic Assessment & Intervention; Community, Family, and School Collaboration; Curriculum and Inquiry in Public Schools; Fundamentals of Teaching; Access to Learning in a Pluralistic Society; Teaching Emergent Bilingual Students and Students with Disabilities

Decoloniality and African Education is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African education as it is taught in universities in the U.S. and Canada, particularly in Colleges of Education. It looks at the ways in which African education is taught in these countries, and how the curriculum for the topic is influenced by colonialization, thus restricting or removing altogether the essence of Africanness from the content of classes.The themes of this book go beyond the mere rhetoric of decolonialization by creating specific approaches to dismantling colonial educational systems in North American universities as well as in Africa itself, creating a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, it is a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in North America and Africa. African educators are urged to think through solutions specific to the problems and challenges in schools today, and to meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we “do” decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the “decolonial” and the “anti-colonial,” with a reading that the “decolonial” (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the “anti-colonial” (see Dei, 2022).Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It’s a book that empowers educators and raises awareness about African-based teaching environments. It can be used in a variety of courses, including African Studies, African Development, Anti-Colonial Thought and Indigenous Knowledge, and the Pedagogical Implications of Decolonization.