This open access handbook contributes to decolonising the scholarship that lies at the intersections of the educational and language sciences. Contributors from across the planet interrogate issues related to mainstream western/northern hegemonies of knowledge production and institutional hierarchies and practices which continue to dominate the research landscape. Engaging with alternative, marginalised and/or Southern thinking, the scholarship presented here goes beyond calls for multidisciplinarity, and instead offers multiversal, undisciplinary ways and waves of doing research otherwise. The handbook will appeal to scholars and students working in and beyond the broad areas of education and language who are interested in discussions about Southern and decolonial perspectives, positionality and the politics of knowledge production.
Imaginings and re-imaginings in doing multiversal science; Sangeeta
Bagga-Gupta.- Part I: Historical gazing contributing to global-centric
perspectives.- On finding a voice and decolonizing oneself. Practices of
transnational adoption; Tobias Hübinette.- Claiming epistemic spaces through
protests against the self. Making disobedience central to syllabi and
classrooms; Sanjay Ranade.- Learning as enculturation: Universalism,
particularism and ecologies of knowing; Roger Säljö.- Educational
implications of language seen as multilinguality; Rama Kant Agnihotri.-
Decolonizing and revoicing multilingual spaces in a nation-state. The case of
minority languages in Poland; Justyna Olko, Tomasz Wicherkiewicz, Artur
Jaboski, Bartomiej Chromik.- Universal education and Muslims in 19th
century North India. A decolonial perspective; Danish Iqbal & Imtiaz
Hasnain.- Southernisms and indigenist perspectives. Multi-sited, multiversal
and global-centric views of language colonialingualism and counter-framings;
Chaka Chaka & Sibusiso Clifford Ndlangamandla.- Part II: Disrupting dominant
epistemic practices and thinking.- Multilingual practices in
Computer-Mediated Communication: language choices and equity in higher
education; Sibusiso C. Ndlangamandla, Chaka Chaka.- Curiosity-driven
netnographic research. Schools online languaging landscapes; Sangeeta
Bagga-Gupta & Johan Bäcklund.- A process-oriented approach to qualitative
case study research. A decolonial perspective; Mari Haneda.- Deconstructing
the Ideology of Access. Multilingualism and Health Care in Argentina; Juan
Eduardo Bonnin & Virginia Unamuno.- Countering the structures of
non-knowledge in higher education in Denmark. Languages, knowledges and
education from Latin American perspectives; Juan Carlos Finck Carrales &
Julia Suįrez-Krabbe.- Interrupting coloniality. (De)humaning digital
technologies related to language education; Francesca Helm.- Towards
decolonizing French language education. Examples from Scotland (UK) and
British Columbia (Canada); Florence Bonacina-Pugh & Cécile Bullock.- Lets
look at the bigger picture. Educational and Language Sciences in and on
Africa or the problem of the 2000 languages; Bert van Pinxteren.- Part III:
Interrupting colonialities through creative work and stances.-
Multilingualism, multimodality and gamification. Pathways to democratizing
educational spaces; Ulrike Zeshan.- Decolonizing Linguistic Landscapes. Paths
to authoethnography as learning and teaching tools in the landscape; Stefania
Tufi & Amiena Peck.- Att lära om en tredje position som bidrag till en
alternativ kunskapsregim; Sangeeta Bagga-Gupta & Petra Weckström.- To relearn
a third position as a contribution to an alternative knowledge regime;
Sangeeta Bagga-Gupta & Petra Weckström.- Pluriversal literacies. Perspectives
and practices for sustainable and anticolonial futures; Mia Perry & Lisa
Bradley.- Finding a voice in academia when ones experience is contrary to
what one has learned. Intertwined personal narratives about social justice
and meritocracy ideologies in a color-blind context; Isabelle Léglise & Suat
Istanbullu.- Decolonizing the language of displayed art. Kara Walkers Fons
Americanus; Emilio Amideo.- From colonial legacies to decolonial futures.
Explorations of coloniality through Oxbridge and Lagdan; Dami Folayan.-
Premises and promises of diversity-sensitive education beyond boundaries.
Attempts at decolonizing educational policies, research and practices;
Barbara Gross & Giulia Messina Dahlberg.- Disrupting academic publishing:
Peer review and negotiations of new genre systems; Arlene Archer & Anders
Björkvall.- Part IV: Southern vocabularies for global-centric thinking.-
Going back to basics. Complexifying literacy or snuttifying its communicative
nature?; Sangeeta Bagga-Gupta.- Nuances of othering in the three-worlds model
of geopolitics. On naturalized naming practices; Sambulo Ndlovu.- Linguistic
duality versus multilingual realities. Decolonizing as a way forward?;
Nikolay Slavkov.- Learning to unlearn colonial fear: Sumud as linguistic
citizenship among Palestinian youth in Israel; Muzna Awayed-Bishara & Tommaso
M. Milani.- Theorizing with the Global South. Southernizing English language
teaching; Magdalena Madany-Saa.- Activist education, (in)securitization, and
colonialism. Towards a situated perspective of unlearning; Daniel N. Silva.-
Part V: Contributions to revised pedagogical models; Disrupting coloniality
in Southern schooling. A decolonial lens on languaging in textbooks; Xolisa
Guzula & Robyn Tyler.- Taking my language back complex tensions and
indigenous-based pedagogical approaches for language reclamation; Jane Juuso
& Pia Lane.- Transforming normativities in the Nordic context. Languaging and
participatory collaborative research in linguistically diverse schools; Heini
Lehtonen.- Getting to know decoloniality through dialogue. Critical
reflections from students and educators; Donnesh Dustin Hosseni, Aniela
Bakowicz, Colette Mair, Nighet Riaz, Samuel Skipsey, Laura Tansley, &
Michčle Vincent.- Decolonial (academic) multilogues. Towards scholarly
engagement that transcends coloniality; Lars Almén, Gayatri Ahuja.
Sangeeta Bagga-Gupta is Professor Chair at the School of Education and Communication, Jönköping University, Sweden. During 2024-2027 she is also Visiting Professor at both the SeDyL Research Center (CNRS-IRD-INALCO), France, and at the Maulana Azad National Urdu University (MANUU), India.
