Part1: Theory
1. Totalizing Worldview or Multicentric Totalization? Can conceptual reification of misapplication of onto-epistemology be avoided in education?
2. Colonizing English language in education systems as the primary language of instruction and current state of English academic literacy in education systems
3. Pedagogical advantages of embracing Indigenous embodied knowledge from Turtle Island for decolonizing educational systems and enhancing cultural engagement
4. Examining “the White Man’s Burden”
Part2: Practice
5. Changing our point of departure: The scaffolded explanation’s colonial roots and how we can rethink this practice
6. Empowering graduate students: A decolonizing mentoring model for scholar-practitioners in a doctoral program in educational leadership
7. Assessing and identifying culturally and linguistically diverse students for special education programs: A culturally responsive, relevant and sustaining approach
8. Social justice education: Critical practice that can lead to curriculum transformation
9. Decolonizing education policy and teacher education programs: From systemic absence to equitable presence of Internationally Educated Teachers
Part3: Case Studies
10. Rethinking literacy learning and teaching on the prairie: A rural perspective
11. Decolonisation of indigenous languages to mediate the resilience of students in African higher education institutions
12. Decolonizing knowledges: Valuing diverse languages, environmental knowledges, knowledge and consciousness: The Francophonie – A case of immigrant writers in the 20th century
13. Convince the prince: Towards a credible and integrative step in decolonization and curriculum development
14. Towards the decolonized dissertation: The experience of an Anglophone Caribbean student