Book Review: Decolonizing Educational Knowledge. International Perspectives and Contestations.

Abstract

This review of Decolonizing Educational Knowledge. International Perspectives and Contestations, edited by Ann E. López and Herveen Singh (2024), critically engages with a landmark volume that redefines educational research and practice through pluriversal, decolonial lenses. Spanning five continents, the chapters foreground autoethnography, QuantCrit, and Indigenous epistemologies as valid modes of knowledge production, while exposing the persistent coloniality in leadership, curricula, and language policies. While the collection’s methodological and regional breadth is a major strength, its lack of Latin American case studies points to an urgent gap in global decolonial dialogues. Granados-Beltrán’s review positions the volume as a vital resource for epistemic justice in both post-conflict and postcolonial educational contexts.