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E-grāmata: Languaging of Higher Education in the Global South: De-Colonizing the Language of Scholarship and Pedagogy

Edited by (Doha Grad Studies Institute, Qatar), Edited by (Univ. of Santa Catarina, Brazil), Edited by (Pennsylvania State Univ.), Edited by (Pennsylvania State Univ.)
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Languaging of Higher Education in the Global South: De-Colonizing the Language of Scholarship and PedagogyPalielināt
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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.

Introduction Part 1: Confronting Epistemological Language Issues
1.
Global North Technocratic Discourse in Arab Higher Education: The Case of a
North American Technical College in an Arab State
2. Reflections on the
Global North and Global South Engagement Initiative in Kinigi, Rwanda
3.
Polycentric or Pluricentric? Epistemic Traps in Sociolinguistic Approaches to
Multilingual Portuguese
4. RE-. Vocabularies we live by in the Language and
Educational Sciences Part 2: Language Policy in Postcolonial Academic
Contexts
5. Decolonizing Epistemology in Sudanese Linguistics: Integrationist
and Political Perspectives
6. Multilingualism at South African Universities:
A Eeflection from an Integrationist Perspective
7. Everyone was Happy When
Talking: Revisiting the Use of Mother Tongues in Kenyan Universities
8.
Existential Sociolinguistics: The Fundamentals of the Political Legitimacy of
Linguistic Minority Rights Part 3: Languaging Pedagogy in Post-Secondary
Contexts
9. Teaching Gender Awareness in Teacher Education through a
Curriculum which De-links from Abyssal Thinking
10. Recontextualization of
the Authors and Readers Positions in Simone De Beauvoirs Le Deuxičme Sexe
in the Turkish Cultural Environment Through Translation Part 4: Technology
and Decolonial Practices
11. Languaging in Computer-Mediated Communication:
Heteroglossia and Stylization in Online Education
12. (How) Can Critical
Posthumanism Help to Decolonize Tertiary Education in the South in the Age of
Cognitive Capitalism?
13. Concluding Commentary
Sinfree Makoni is Professor of Applied Linguistics at the Pennsylvania State University, US.

Cristine G. Severo is Associate Professor of Language Policy and Linguistics at the Federal University of Santa Catarina, Brazil.

Ashraf Abdelhay is Associate Professor of Sociolinguistics at the Doha Institute for Graduate Studies, Qatar.

Anna Kaiper-Marquez is Associate Director and Assistant Teaching Professor of the Institute for the Study of Adult Literacy and the Goodling Institute for Research in Family Literacy at Pennsylvania State University, US.
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Permanent link: https://www.kriso.lv/db/97810005271792e.html
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