It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional…

This study examines teachers' language appropriation strategies in the multilingual setting of Pakistani universities to show how they negotiate the official/institutional constraints imposed in the implementation of English Medium Instruction (EMI). Working in a monoglossic environment gripped by 'guilty multilingualism', these teachers assert…

This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are…

Higher education has become increasingly diverse in recent years as patterns of migration expand and grow. However, while different linguistic communities are brought together, English is often conceived as the de facto lingua franca for research, teaching and learning. This is perhaps especially so in ethnically diverse conflict-affected settings…

This paper sets out to explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion. The education triad comprises the teacher, the learner and the content (curriculum), which unfolds within historical, political, social and educational contexts. Changing one aspect of this…

This study investigates a group of university teachers' beliefs and practice in using English as a medium of instruction (EMI) in China. Drawing on data from reflective frames and follow-up interviews, the findings shed light on the complexity and multiplicity of EMI teachers' beliefs, which directly shape how they engage in EMI teaching in their…

The questions driving this paper are: What sort of affective (dis)investment is needed in higher education to refuse the colonial university? How can educators and students in higher education invent 'pedagogies of refusal' that function affectively to challenge colonial futurity? What do pedagogies of refusal look like? This paper theorizes…

As transgender students become an increasingly visible segment of college student populations, policies allowing students to indicate chosen names and pronouns will offer crucial support while also helping transform campuses into more gender-inclusive spaces. Successful implementation of these policies requires educated and supportive faculty.…

In the market discourses of technological disruption, higher education institutions have routinely been positioned in deficit models and of anachronistic approaches to teaching at odds with the types of educational futures being presented by commercial organisations. Predominantly, automation technologies in the form of artificial intelligence are…

That compulsory education is datafied is widely acknowledged. A significant body of literature illuminates the policy context and technologies that have given rise to what we now call datafication. Less research has focussed on the consequences of datafication on teachers and learners. In this paper, we offer a unique perspective of these…

Amid the rising calls for a 'decolonised curriculum', scholars and activists have outlined what needs to be done to 'decolonise the university'. Yet in practice, those involved in decolonising work often face considerable backlash and institutional resistance. Drawing on empirical research with students and staff across nine universities in…

In this paper, I explore whether and how white people can make a meaningful contribution to decolonising university curricula. Drawing on my experiences as a white academic teaching at a South African university, I argue that identity matters when talking about decoloniality and that whites need to think carefully about the effects of their…

Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students' experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to…

The cumulative tale "the house that Jack built" is used as an analogy for flawed theories. This paper considers how the marketisation of higher education in neoliberal countries like England is affecting teaching and learning in Higher Education Institutions. Neoliberal policy approaches resulting in the marketisation of higher education…

This study examines the rise of excellence in (Further Education) FE and the resulting effects on its construction and measurement in two colleges in the North West of England. The expansion of excellence is being driven by the government's desire to improve economic prosperity through increased educational success. Whilst excellence is portrayed…