Foreword: Educational Colonial Masquerades Across the Americas

Educational Colonial Masquerades Across the Amer i casEducation is often hailed as the supreme societal equalizer.But is it?In this volume, Limerick, Schissel, López-Gopar, and Huerta Cordova uncover the role that education has played in the ongoing coloniality of Abya Yala-that is, North, Central, and South Amer i ca.Through the contributions of scholars in these regions, we re-see how educational policies and practice have allowed acts of epistemic violence to masquerade as benevolence.The chapters also deepen readers' conceptual understandings of coloniality, as well as foreground acts that open up decolonizing educational spaces in the pre sent.Coloniality is not simply theoretically presented in this volume; the work interrogates and aims to interrupt the notions that knowledge is universal, that language and culture are monolithic, that identity is static, that gender is binary, and that some bodies belong at the margins.As this volume continuously shifts our epistemic location as readers, it constitutes us as dynamic subjects who are constantly searching for the interconnectedness between more fixed historical repre sen ta tions, and the discourses that are constituting us as subjects in-the-moment.As the chapter by López-Gopar et al. says: "Decoloniality is a long journey on a twisted road where nothing is given freely."The chapters in this book give voice to the presence of Indigenous, African, and LGBTIQ+ people in Argentina, Canada, Colombia, Ecuador, Mexico, Peru, and the United States, and show us some of the ways colonial educational policies and practices are, as Ratt et al. (Chapter 7, this volume) say, quoting Margaret Kovach, "relational at [the] core."What emerges is a portrait of an Amer i ca that is often studied as geo graph i cally separate nationstates, but where the history of colonialism and its per sis tent coloniality runs through its venas abiertas, and especially its schools.Putting alongside each other practices of intercultural bilingual education in Argentina, Ecuador, Mexico and Peru, with assessment of language proficiency in Ecuador and the United States, with language teaching in Brazil and Colombia and an Intensive English program in the United States, what stands out is how the racialized students themselves remain unseen.Educational policies and practices, even those purportedly designed to help racialized students, reproduce conceptual understandings of language, culture, and gender that privilege white heteronormative students with institutional power.Nothing-not intercultural bilingual education or test accommodations or

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