Can education contribute to cultural confidence of peoples and
communities who have endured centuries of oppression and
marginalisation? If so, what is education and what is education for
given such historical circumstances? A project of postcolonial
imagination emerges in this book to provoke dialogue and action and to
articulate new imaginaries and agendas for change. In bringing together
these collective narratives we have shown that interpretations of
colonial encounter are varied and experienced in particular ways by
different communities and that cultural confidence is achieved though a
practice of decolonization that works to make public the private lived
experiences of silenced, marginalized, and excluded communities.