Introduction.

This introduction makes a case for centering pedagogy in the work of undisciplining Victorian studies. Specifically, the authors argue that Victorian studies needs to take teaching seriously as a critical practice, a site of disciplinary formation and transformation, and an integral part of anti-racist, anti-colonial, and decolonial organizing and activism. The authors use the model of "study and struggle," as discussed by Robin D. G. Kelley and Leigh Patel, to theorize how the contributors to the forum engage their students and develop innovative pedagogical and curricular models. Furthermore, the forum coauthors outline how "study and struggle" informed an anti-racist editorial process that guided the selection of contributors and shaped the development of their essays and the forum as a whole. [ABSTRACT FROM AUTHOR]