Disrupting Coloniality in Southern Schooling: A Decolonial Lens on Languaging in Textbooks

Abstract The main aim of our chapter is to highlight and discuss a decolonial disruption to the coloniality of language (Veronelli in Wagadu: A Journal of Transnational Women's & Gender Studies, 13, 2015) and Anglonormativity (McKinney in Language and power in post-colonial schooling: ideologies in practice. Routledge, 2017) by tracing the creation and publication of a bilingual textbook created by the bua-lit language and literacy collective for use in South African schooling. Our theorising enables a re-thinking of first, the participatory processes involved in the creation of an open educational resource and second, the use of multiple named languages in the textbook.