This study features the perspectives of language teacher-researchers as ethnographers exploring the urban semiotic landscape in the historic district of Bogotá, Colombia. We posed a question: What can teacher-researchers learn from studying this urban semiotic landscape through a decolonial lens? Using collaborative ethnography, we analyzed how teacher-researchers engaged with wall art. They recognized that representations of racial and linguistic diversity in wall art make local sources and ways of being visible for decolonizing education. Decolonizing educational research might be one step toward decolonizing resources and territories in Latin American societies.

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