This paper revisits the main thoughts of the Filipino historian and social critic Renato Constantino on the role of education in the formation of a neocolonial and postcolonial consciousness. It suggests that Constantino's critical stance towards education embodies a type of philosophizing about education that centers on the problematization of…

Background/purpose: This research investigates how incorporating resistance and empowerment-oriented pedagogies into TEFL can serve as a vital tool for identity affirmation, preserving national culture, and fostering resistance against the occupation's systematic oppressive practices in the Palestinian context. Materials/methods: The mixed…

In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire's seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire's concept of CP which includes problem posing…

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion…

In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as "reciprocal multilingual awareness." Reciprocity is a core value of southern societies that balance pluralities of episteme, language, and communality. Central features of southern…

To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical…

One of the consequences of globalisation in recent years has been the unprecedented spread of English as the world's lingua franca. This has particular resonance in postcolonial countries, such as Pakistan and Australia, whose histories have been strongly shaped by English colonisers in contrasting ways. Written from the perspective of someone who…

What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world's populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the…

English Language Teaching (ELT) materials are not only pedagogical sources, but they also actively build a vision of reality, often reproducing, legitimizing and perpetuating certain hegemonic discourses. Even if injustice and inequalities are denounced in some materials, global issues are just mentioned rather than problematized and discriminated…

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be…

Refugees are seldom admired or applauded for their resolve and resilience, and their post and pre-migration experience rarely serves as the basis for the development of educational practice or policy solutions. Using a postcolonial theoretical framework this paper argues that while the maligned mobility and disparaged figure of the 'refugee'…

This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses,…

This book presents a unique perspective from an underrepresented region in the Global South. The volume features four different countries in the region: Barbados, Guyana, St. Lucia, and Trinidad and Tobago, as well as Martinique, an island located just north of St. Lucia which is an overseas region of France. It documents innovations in learning…

Based on Bourdieu's theory of practice, this article explores pedagogical ideals and educational policies in teachers' everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers' teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the…

Language ideologies profoundly shape and constrain the use of language as a resource for learning in 'multilingual' or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an…