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The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. 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While scholars have offered critiques of schools as sites of social reproduction and schools as sites of educational inequality for students of color, few have examined the ways in which schools in the United States continue to promote colonial models of teaching and learning. This is particularly important given contemporary discourses of academic success that promote inclusion, diversity, and multiculturalism—practices that are often framed within colonial perspectives of the \"other.\" This book examines music as a site of anti-colonial resistance and decolonial praxis in schools.      Grounded on the premise that education is a political act, the authors draw from creative forms and styles that problematize what decolonial scholars call the \"colonial matrix of power\" in shaping the Latino subaltern experience. Using music as a political and aesthetic expression against empire, the authors argue that the study of Latinx musical forms offers students possibilities to critique and delink from coloniality in their everyday lives.      Committed to decoloniality as a political, epistemological, and spiritual project, the authors are intent on creating spaces that value transcultural understanding and solidarity between and across subaltern peoples of the Global North and the Global South, with particular attention to Chicanas and Chicanos and Latinas and Latinos in the United States and other peoples in the hemisphere. 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