This volume addresses language education through the lens of noncoloniality. The three parts of the volume comprise a discussion of noncolonial perspectives on the language classroom, an examination of non-colonial pedagogical proposals, and a critical analysis of teaching materials and normative documents regulating teaching practice. The volume underscores the need to move beyond critique and embrace creation and a pedagogy of hope in education, in the Freirean sense. It provides useful insights for researchers in applied linguistics, sociology, and related fields, and educators (critical pedagogues) in higher education, secondary schools, as well as alternative school forms.