Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group

Within the spirit of conspiration, this article brings together contributions from participants PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) Language Teaching Learning’, which ran in 2019/20. Weaving various perspectives, centres on dialogic nature decolonial enterprise challenges colonial concept monologic authorial voice. Across reflections participants’ own engagements with questions decolonising language teaching learning, we pull three threads: inherent coloniality concepts that shape very disciplines seek to decolonise; need place efforts within broader contexts be sceptical projects claiming have completed work learning; affordances limitations offered us by our positionalities, reflexivity conspirational encounter has allowed explore some depth. The closes a reflection process writing article, assertion curriculum is multifaceted open-ended dialogue conspiration between practitioners researchers alike.