Abstract
The forces of globalisation and empire are inexorably interconnected with English as a global language. English has been de-territorialised and indigenised in a way that has considerably transformed Southern local identities. First, theoretical constructs related to English as an international language and the concept of (de)coloniality are defined. Then, decolonial projects associated with the need to regenerate Indigenous knowledges and the pluriversal modes of thinking are briefly outlined in relation to educational and academic spaces. Finally, it is argued that hegemonic Eurocentric knowledge systems have always been inextricably linked to colonialist thinking in the ways they have misrepresented, demonised, problematised, and pathologised cultural others.
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Notes
- 1.
The BRICS group (Brazil, Russia, India, China, and South Africa) is another lingua franca situation, in which English is learned as an additional language.
- 2.
There are more than 718 languages in Indonesia. Javanese is the most frequently used at home (32% of the national population), followed by Bahasa Indonesia (mother tongue of 20% of Indonesians), which is the official national language; it is spoken by 92 % of the population; and it is used for all official purposes (e.g., K-12 and higher education); and thus, it serves as a kind of “national lingua franca” (Coleman & Fero, 2023, p. 73).
- 3.
‘Global South’ is not a geographic entity. Hence, the term ‘South/southern’ refers to social inequities, subjugation and historical oppression and other types of injustices that are also part of the realities of many minoritised groups in affluent Northern societies (Heugh et al., 2021).
- 4.
“Whiteness refers to a system of beliefs, practices, and assumptions that constantly centre the interests of White people, especially White elites” (Gillborn, 2021, p. 102).
- 5.
After Morocco gained its independence from the French colonisation in 1956, it adopted Arabic-French bilingualism in the key domains of education and media and banned Tamazight language and culture from public domains. Tamazight (Amazigh language) was initially granted an official status in 2011 after a long battle by Amazigh activists. Now Tamazight (Berber) is taught in primary education in over 5000 schools (Sadiqi, 2014).
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Sahlane, A., Pritchard, R. (2023). (De)Coloniality, Indigeneity and the Cultural Politics of English as an International Language: A Quest for the ‘Third Space’. In: Sahlane, A., Pritchard, R. (eds) English as an International Language Education. English Language Education, vol 33. Springer, Cham. https://doi.org/10.1007/978-3-031-34702-3_1
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