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This book,1 along with a first volume, presents a strand of innovative research with, by and for deaf people in countries of the Global South that led to new learning opportunities in the field of language and literacy. This work builds on decades of research in the education of deaf children and youth, in particular in the area of sign bilingualism, that is, the acquisition of a sign language and a spoken language primarily in its written form alongside each other (e.g. Wilbur 2000; Marschark, Tang & Knoors 2014; O’Neill 2017).

We are delighted that across these two volumes, both deaf and hearing authors are represented, and there is a balance between authors from the Global South and North. Six deaf and 11 hearing authors have worked on the various chapters, with most of the deaf authors being based in Southern countries. Out of the 17 authors, 10 are based in the Global South. It is very encouraging to have had the involvement of more contributors from the Global South than the North, as the balance is often the other way around in similar publications. We hope that this balance and deployment of outstanding Global South scholarship will be repeated in future published works in deaf studies, literacy studies, education, and related fields.

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