The crucial question is how we teach about the West and its others so that education becomes the practice of liberation. Thus the task at hand is to decolonize our disciplinary and pedagogical practices. And this has happened systematically in our disciplines as well as in our pedagogies. How do we construct oppositional pedagogies of gender and race? Teaching about histories of sexism, racism, imperialism, and homophobia potentially poses very fundamental challenges to the academy and its traditional production of knowledge, since it has often situated Third World peoples as populations whose histories and experiences are deviant, marginal, or inessential to the acquisition of knowledge. In her eighth chapter, titled Race, Multiculturalism and the Pedagogies of Dissent, Mohanty writes:
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