This special issue contributes to the field of postcolonial studies in education by interrogating the ways in which legacies of colonialism, oppression, and stratification based on race, language, gender, sexuality, and other differences have played out in various contexts of education, such as public schools, transnational research, and the personal and professional lives of transnational scholars. The field of postcolonial studies in general serves as a critique of 'colonial domination and the legacies of colonialism' (Loomba 1998, 12). History and the current political conditions remind us that schools, and the arena of education in general, have been critical sites of struggle for equal rights and democratic practices.