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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.
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.
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 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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