This book brings together 11 prominent scholars and political activists to discuss and explore issues around postcolonialism, decoloniality, Theories of the South and Epistemologies of the South.  These wide-ranging discussions touch upon issues from academic research methods and writing conventions to global struggles for justice. Together the chapters, as well as the interventions from forum participants which are characteristic of this series, paint a complex and dynamic picture of areas of thought and action that are constantly evolving in response to the demands of a world in flux. The book is a major intervention in current debates about the geopolitics of knowledge, as well as an illustration of the ways in which scholarship in the Global North(s) is indebted to the diverse traditions of scholarship in the Global South(s).

This book argues that Linguistics, in common with other disciplines such as Anthropology and Sociology, has been shaped by colonization. It outlines how linguistic practices may be decolonized, and the challenges which such decolonization poses to linguists working in diverse areas of Linguistics. It concludes that decolonization in Linguistics is an ongoing process with no definite end point and cannot be completely successful until universities and societies are decolonized too. In keeping with the subject matter, the book prioritizes discussion, debate and the collaborative, creative production of knowledge over individual authorship. Further, it mingles the voices of established authors from a variety of disciplines with audience comment and dialogue to produce a challenging and inspiring text that represents an important step along the path it attempts to map out.

This book brings together 11 prominent scholars and political activists to discuss and explore issues around postcolonialism, decoloniality, Theories of the South and Epistemologies of the South.  These wide-ranging discussions touch upon issues from academic research methods and writing conventions to global struggles for justice. Together the chapters, as well as the interventions from forum participants which are characteristic of this series, paint a complex and dynamic picture of areas of thought and action that are constantly evolving in response to the demands of a world in flux. The book is a major intervention in current debates about the geopolitics of knowledge, as well as an illustration of the ways in which scholarship in the Global North(s) is indebted to the diverse traditions of scholarship in the Global South(s).

This book argues that Linguistics, in common with other disciplines such as Anthropology and Sociology, has been shaped by colonization. It outlines how linguistic practices may be decolonized, and the challenges which such decolonization poses to linguists working in diverse areas of Linguistics. It concludes that decolonization in Linguistics is an ongoing process with no definite end point and cannot be completely successful until universities and societies are decolonized too. In keeping with the subject matter, the book prioritizes discussion, debate and the collaborative, creative production of knowledge over individual authorship. Further, it mingles the voices of established authors from a variety of disciplines with audience comment and dialogue to produce a challenging and inspiring text that represents an important step along the path it attempts to map out.

Exploring the nature of possible relationships between Integrational Linguistics and Southern Epistemologies, this volume examines various ways in which Integrational Linguistics can be used to support the decolonizing interests of Southern Epistemologies, particularly the lay-oriented nature of Integrational Linguistics that Southern Epistemologies find productive as a 'positive counter-discourse.' As both an anti-elitist and antiestablishment way of thinking, these chapters consider how Integrational Linguistics can be consistent with the decolonial aspirations of Southern Epistemologies. They argue that the relationship between Southern Epistemologies and Integrational Linguistics is complicated by the fact that, while Integrational Linguistics is critical of what it calls a segregationist view of language, i.e., 'the language myth,' Southern Epistemologies in language policy and planning and minority language movements find the language myth helpful in order to facilitate social transformation. And yet, both Integrational Linguistics and Southern Epistemologies are critical of approaches to multilingualism that are founded on notions of 'named' languages. They are also both critical of linguistics as a decontextualized, and institutionalized extension of ordinary metalinguistic practices, which at times influence the prejudices, preconceptions and ideologies of dominant western cultures. This book will prove to be an essential resource for scholars and students not only within the field of integrational linguistics, but also in other language and communication fields, in particular the dialogic, distributed, and ecological-enactive approaches, wherein integrational linguistics has been subjected to scrutiny and criticism.

Issues of decolonization and "de-Northerization" A focus on social/applied linguistics An added focus on the academy A nuanced understanding of global language scholarship

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward - practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.

Exploring the nature of possible relationships between Integrational Linguistics and Southern Epistemologies, this volume examines various ways in which Integrational Linguistics can be used to support the decolonizing interests of Southern Epistemologies, particularly the lay-oriented nature of Integrational Linguistics that Southern Epistemologies find productive as a 'positive counter-discourse.' As both an anti-elitist and antiestablishment way of thinking, these chapters consider how Integrational Linguistics can be consistent with the decolonial aspirations of Southern Epistemologies. They argue that the relationship between Southern Epistemologies and Integrational Linguistics is complicated by the fact that, while Integrational Linguistics is critical of what it calls a segregationist view of language, i.e., 'the language myth,' Southern Epistemologies in language policy and planning and minority language movements find the language myth helpful in order to facilitate social transformation. And yet, both Integrational Linguistics and Southern Epistemologies are critical of approaches to multilingualism that are founded on notions of 'named' languages. They are also both critical of linguistics as a decontextualized, and institutionalized extension of ordinary metalinguistic practices, which at times influence the prejudices, preconceptions and ideologies of dominant western cultures. This book will prove to be an essential resource for scholars and students not only within the field of integrational linguistics, but also in other language and communication fields, in particular the dialogic, distributed, and ecological-enactive approaches, wherein integrational linguistics has been subjected to scrutiny and criticism.

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward – practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.