The Palgrave Handbook of Decolonising the Educational and Language Sciences

Herausgegeben:Bagga-Gupta, Sangeeta

• Gebundenes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Jönköping University / Palgrave Macmillan / Springer Nature Switzerland / Springer, Berlin
• Artikelnr. des Verlages: 978-3-031-80321-5
• Seitenzahl: 814
• Erscheinungstermin: 31. August 2025
• Englisch
• Abmessung: 235mm x 155mm
• ISBN-13: 9783031803215
• ISBN-10: 3031803213
• Artikelnr.: 72021491

Autorenporträt

¿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.

Inhaltsangabe

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 Jablonski, 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 Suárez-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 one's 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 Walker's 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 Bankowicz, Colette Mair, Nighet Riaz, Samuel Skipsey, Laura Tansley, & Michèle Vincent.- Decolonial (academic) multilogues. Towards scholarly engagement that transcends coloniality; Lars Almén, Gayatri Ahuja.