"Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism - and semiotics, more broadly - as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power"--

Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and border thinking in the Global South. It addresses processes of knowledge production and participation in the highly divided and unequal schooling and higher education system in South Africa, and highlights the consequences of the monolingual myth in post-colonial education, demonstrating opportunities for learning provided by translanguaging. It explores both embodied, multimodal and multilingual instances of knowledge-making in teaching and teacher education that take place outside but alongside formal classroom, lecture and seminar modes, and the positionality and learning experiences of teacher educators in science, literacy and language across the curriculum. The book is not only transdisciplinary but also captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.

Through the presentation of visual and textual insights, this book chronicles the experiences of Quechuan bilingual college students, who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages such as Quechua and depicts the ways in which these Andean college students deal with limited opportunities for Quechua-Spanish bilingual practices. It provides an overview of their collective efforts to mobilize Quechua in higher education, efforts which will help all who read it understand the maintenance of the Quechua language beginning at the grassroots level. The author advocates for engaging language researchers in critical collective forces at the core of conditions which promote Quechua in higher education, a collective effort which must reflect decolonial, non-Eurocentric, non-fundamentalist Indigenous concepts in combination with action-oriented cultural wealth for the benefit of minoritized languages and peoples.

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.

Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism – and semiotics, more broadly – as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power.

Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism – and semiotics, more broadly – as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power.

This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.