1st Edition

The Languaging of Higher Education in the Global South De-Colonizing the Language of Scholarship and Pedagogy

    252 Pages 5 B/W Illustrations
    by Routledge

    252 Pages 5 B/W Illustrations
    by Routledge

    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.

    Introductory Chapter (Sinfree Makoni, Cristine Severo, Ashraf Abdelhay, Anna Kaiper-Marquez)


    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 (Samah Abdulhafid Gamar, Doha Institute for Graduate Studies)

    2. Reflections on the Global North and Global South Engagement Initiative in Kinigi, Rwanda (Betty Sibongile Dlamini, Indiana University Bloomington, USA) 

    3. Polycentric or Pluricentric? Epistemic Traps in Sociolinguistic Approaches to Multilingual Portuguese (Clara Keating, School of Arts and Humanities and Center for Social Studies, University of Coimbra)

    4. RE-. Vocabularies we live by in the Language and Educational Sciences (Sangeeta Bagga-Gupta, School of Education and Communication / Jönköping University, Sweden)

    Part 2: Language Policy in Postcolonial Academic Contexts

    5. Decolonizing Epistemology in Sudanese Linguistics: Integrationist and Political Perspectives (Mohammad Alkhair, Alzaim Alzhari University, Sudan; Abdel Rahim Mugaddam, Jouf University, Saudi Arabia)

    6. Multilingualism at South African Universities: A Reflection from an Integrationist Perspective (Dumisile N Mkhize, College of Human sciences, University of South Africa, Department of English Studies)

    7. ‘Everyone was Happy When Talking’: Revisiting the Use of Mother Tongues in Kenyan Universities (Vicky Khasandi-Telewa, Laikipia University, Kenya)

    8. Existential Sociolinguistics: The Fundamentals of the Political Legitimacy of Linguistic Minority Rights (David M. Balosa, University of Maryland, Baltimore County)

    Part 3: Languaging Pedagogy in Post-Secondary Contexts

    9. Teaching Gender Awareness in Teacher Education through a Curriculum which De-Links from Abyssal Thinking (Liesel Hibbert, University of Stellenbosch, Faculty of Education)

    10. Recontextualization of the Author’s and Reader’s Position in Simone De Beauvoir’s Le Deuxième Sexe in the Turkish Cultural Environment Through Translation (Ayşenaz Cengiz, Boğaziçi Üniversitesi, Turkey)

    Part 4: Technology and Decolonial Practices

    11. Languaging in Computer-Mediated Communication: Heteroglossia and Stylization in Online Education (Sibusiso Clifford Ndlangamandla, University of South Africa)

    12. (How) Can Critical Posthumanism Help to Decolonize Tertiary Education in the South in the Age of Cognitive Capitalism? (Marcelo El Khouri Buzato, University of Campinas, Brazil)

    13. Concluding Commentary (Felix Banda, Linguistics Department, University of the Western Cape)


    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.