Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South

ISBN-13: 9781032334479 / Angielski

Hamza R'Boul

Opis

Drawing on the underrepresentation of the Global South in global knowledge production with a focus on the existing inequalities, the book highlights the importance of postcolonial narratives in Global Southern epistemologies in ELT and TESOL.

Chapters consider the epistemological landscapes of these fields, their dedication to English teaching and English-related topics, and the intersection of the coloniality of language and the supremacy of English worldwide. The book explores the type of discussion that is needed to advance a more nuanced understanding of sociopolitical circumstances and how they shape our academic practices and theorizations of ELT and TESOL. In doing so, chapters examine the current geopolitics of knowledge that is found in journal publishing, citing how it favours the Global North, and further exploring ways of decolonizing language practices, teaching approaches and research cultures.

Calling for greater visibility and recognition of Southern ways of knowing within ELT and TESOL practice and research, the book will be essential reading for scholars, researchers and students of TESOL, ELT, applied linguistics and multilingualism.

Spis treści

1. What Prompted This Research: Rationales and Objectives  2. The Lack of Epistemic Diversity in ELT, TESOL and Applied Linguistics: Most Prominent Peer-Reviewed Journals  3. Colonial Structures and the Skewed Geopolitics of Knowledge in ELT, TESOL and Applied Linguistics  4. The Interlacement of the Geopolitics of Knowledge and Language  5. South-North Inter-Epistemic Dialogue in ELT, TESOL and Applied Linguistics: Cognitive and Epistemic Dissonance?  6. South-South Inter-Epistemic Dialogue: Southern ELTs, TESOLs and Applied Linguistics(s)  7. Postcolonial Discourses in ELT, TESOL and Applied Linguistics Knowledge  8. Decolonial Knowledges in ELT, TESOL and Applied Linguistics Theory and Practice

O autorze

Hamza R’boul is a Research Assistant Professor, Department of International Education, Education University of Hong Kong, Hong Kong.