About the series

In an era of increasing standardization and surveillance in education, the Unruly Knowledges book series foregrounds scholarship that refuses containment within conventional academic boundaries. This collection publishes transformative work that centers historically marginalized epistemologies and challenges dominant educational paradigms through insurgent theorizing, innovative methodologies, and radical imagination. 

Unruly knowledges deliberately resist the normalizing forces that have long dominated educational discourse and praxis. They disrupt epistemological hegemonies by cultivating and advancing Indigenous, Black, feminist, queer, posthumanist, and diasporic ways of knowing. These knowledges transgress disciplinary boundaries, destabilize traditional hierarchies, and reclaim educational spaces far beyond classroom walls, extending into communities, popular culture, social movements, and digital environments. The intersecting challenges of our time, from racial injustice and environmental catastrophe to digital colonization and rising authoritarianism, demand educational responses that move beyond incrementalism.

This series publishes rigorous scholarship that directly confronts how educational institutions often reproduce rather than challenge systems of domination based on race, class, gender, sexuality, ability, and citizenship. It brings together the highest standards of scholarly inquiry while advancing emancipatory alternatives to conventional educational approaches.

          

Key Submission Areas

Each volume engages deeply with cutting-edge theories, methodologies, and praxis that address:

• Decolonization and Indigenous Knowledge Systems
• Critical Race Theory, Comparative Racialization, and Intersectionality
• Diasporic and Transnational Perspectives
• Abolitionist Praxis and Educational Justice
• Queer and Feminist Standpoints
• Disability Justice Frameworks
• Posthumanist and New Materialist Perspectives
• Environmental Education and Planetary Survival
• Digital Justice and Technology Critique
  

Unruly Knowledges serves faculty, researchers, and graduate students in education, particularly those in curriculum studies, social foundations, multicultural education, and educational policy studies. The series also appeals to scholars in ethnic studies, gender and sexuality studies, cultural studies, diaspora studies, and those engaged in community organizing and social justice work.

About the editor

Roland Sintos Coloma is a professor of Teacher Education and the associate dean of Faculty and Staff Affairs in the College of Education at Wayne State University in Detroit, USA. A former high school teacher and a distinguished scholar, he serves as Vice President of Curriculum Studies (Division B) in the American Educational Research Association (AERA), and was former president of the American Educational Studies Association and editor of the Educational Studies journal.