Amongst the long-needed intersection between education and decolonization, this book offers that rare mix of theory intertwined with action. Darder makes clear that to decolonize can happen in myriad ways, but not without intention, connection, and a stance of learning. Professor Leigh Patel, Associate Dean for Equity and Justice, School of Education, University of Pittsburgh Decolonizing Interpretive Research audaciously brings to the fore subaltern voices that not only interrogate so-called objective lenses used to research "the other," but also offers emancipatory, humanistic, and organic ways in which the oppressed can document and tell their stories. This is a cutting-edge book that challenges western research orthodoxies while transcending disciplinary boundaries. Professor Pierre W. Orelus, Associate Professor and Department Chair, School of Education, Fairfield University Decolonizing Interpretive Research: A Subaltern Methodology for Social Changebrings the literature of critical, anti-colonial, postcolonial studies to bear on the process and methods of research in a manner that enacts scholarly production as social action. Antonia Darder - as teacher - foregrounds the work of her students, dismantling the hierarchies of voice and power. Together they engage research as a communal process, working as "revolutionary partners" pushing through and against established limits of how research is defined.

The dissident voices of the students peel back layers of the colonial matrix with each chapter; their words flowing as affirmations of social change in the making. Professor Sandy Grande, Chair of the Education Department, Connecticut College and Department Chair, School of Education, Fairfield University Decolonizing Interpretive Research: A Subaltern Methodology for Social Changebrings the literature of critical, anti-colonial, postcolonial studies to bear on the process and methods of research in a manner that enacts scholarly production as social action. Antonia Darder - as teacher - foregrounds the work of her students, dismantling the hierarchies of voice and power. Together they engage research as a communal process, working as "revolutionary partners" pushing through and against established limits of how research is defined. The dissident voices of the students peel back layers of the colonial matrix with each chapter; their words flowing as affirmations of social change in the making. Professor Sandy Grande, Chair of the Education Department, Connecticut College.