Introducing the special issue. Critical reflections on colonial pedagogies: Lessons learned for language teacher education

Abstract This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnections among decolonial, antiracist, and critical pedagogies, and articulate a vision of LTE that foregrounds Indigenous sovereignty, epistemic plurality, and relational transformation. The articles in this issue reflect a diversity of theoretical and methodological orientations but share a collective commitment to praxis‐oriented, collaborative, and contextually grounded approaches to research and teaching. We argue that decolonial LTE requires not only critical awareness but also sustained, recursive cycles of reflection and action—rooted in community engagement and onto‐epistemic responsibility. This special issue offers tools, models, and provocations for language teacher educators seeking to engage in such transformative work.