Abstract
This is a brief introduction to frame a special issue on reading texts, subtexts, and contexts in the struggle for decolonization. It provides transnational perspectives from Colombia, Korea, the Philippines, South Africa, and a Bhutanese refugee community in a mid-western city of the United States. The issue examines different forms of curricular knowledge, including the use of photographs and maps in textbooks. To analyze the effects of (post)colonial legacies, different theoretical and methodological approaches are used to interrupt binary-thinking that often undergird debates about colonialism, imperialism, and nationalism
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