Robyn Tyler Bücher

Focusing on bilingual science learning, the author conducts an ethnographic study that links detailed classroom discourse analyses to larger themes of de/coloniality in education. By exploring the school's linguistic landscape and the perspectives of both staff and students, the work reveals how these dynamics contribute to the persistence of coloniality while also highlighting moments of resistance and potential transformation within the educational framework.

In this ethnography of bilingual science learning, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The author examines the linguistic landscape of the school and the attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality.