Inspirational work inviting scholars to challenge colonial constructs and promote a decolonial educational agenda built on local knowledge

This book explores the relationship between language, education and social inequality in Cabo Verde, a small island nation in West Africa.

It examines how linguistic ideologies, education policies, and grassroots activism both reflect and shape the sociolinguistic realities of this post-colonial context.

The dominance of Portuguese in institutional domains such as education, government and media contrasts with the near-universal use of Kriolu in everyday communication. In light of this disparity, the chapters examine how educational systems that disregard local linguistic realities can perpetuate social inequalities rooted in colonial legacies while also offering pathways for contestation and transformation.

By framing language as both a tool for and a barrier to accessing education, the book situates Cabo Verde's challenges within the broader context of Portuguese-speaking African countries and connects them to global discussions about multilingual education and linguistic justice.

It argues for inclusive and transformative approaches to education that address both the structural and ideological barriers perpetuating inequality, while harnessing the potential of local languages to foster inclusion.