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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.
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.
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.
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