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This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas. Following a foreword, On the Possibilities of a Post-postcolonial Language Education by Angel Lin and Peter Martin, this book is divided into the following 11 chapters: (1) From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice (Angel Lin and Peter Martin); (2) Nation-Building in a Globalised World: Language Choice and Education in India (E. Annamalai); (3) Critical, Transdisciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong (Angel Lin); (4) Remaking Singapore for the New Age: Official Ideology and the Realities of Practice in Language-in-Education (Rani Rubdy); (5) "Safe" Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice (Peter Martin); (6) The Four Language Stages in the History of Iran (Abdolmehdi Riazi); (7) Higher Education Language Policy and the Challenge of Linguistic Imperialism: A Turkish Case Study (Timothy Reagan and Sandra Schreffler); (8) Language Classroom Practices in Kenya (Grace Bunyi); (9) Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy, and Neocolonial and Globalisation Discourses in South African Schools (Margie Probyn); (10) Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa: Insights from Research in Progress (Birgit Brock-Utne); and (11) Accommodating Tensions in Language-in-Education Policies: An Afterword (Suresh Canagarajah). An index concludes the book.