Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors’ cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to ‘think beyond’ the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to ‘re-imagine’ multilingualism – and semiotics, more broadly – as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their ‘quest for better worlds’. Of particular interest to global scholars are the authors’ recounts of how they have grappled with leveraging the country’s multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power.

Table of Contents:

Notes on Contributors
Series Editor Foreword
Foreword: A Decolonial Project, Lynn Mario T. Menezes de Souza, (University of São Paulo, Brazil)
1. Loving and Languaging in Higher Education: A Decolonial Horizon, Christopher Stroud (University of the Western Cape, South Africa, and Stockholm University, Sweden) and Zannie Bock (University of the Western Cape, South Africa)
2. Decolonizing Higher Education: Multilingualism, Linguistic Citizenship and Epistemic Justice, Christopher Stroud (University of the Western Cape, South Africa, and Stockholm University, Sweden) and Caroline Kerfoot (Stockholm University, Sweden)
3. Indigenous Texts, Rich Points and Pluriversal Sources of Knowledge: Siswana-sibomvana, Antjie Krog (University of the Western Cape, South Africa)
4. Affect, Performance and Language: Implications for an Embodied and Interventionist Pedagogy, Miki Flockemann (University of the Western Cape, South Africa)
5. Linguistic Citizenship as Decoloniality: Teaching Hip Hop Culture at a Historically Black University, Quentin Williams (University of the Western Cape, South Africa)6. Teaching Modern South African History in the Aftermath of the Marikana Massacre: A Multimodal Pedagogy for Critical Citizenship, Marijke du Toit (University of the Western Cape, South Africa)
7. Delinking from Colonial Language Ideologies: Creating Third Spaces in Teacher Education, Soraya Abdulatief (University of Cape Town, South Africa), Xolisa Guzula (University of Cape Town, South Africa) and Carolyn McKinney (University of Cape Town, South Africa)
8. When Linguists Become Artists: An Exercise in Boundaries, Borders and Vulnerabilities, Marcelyn Oostendorp (Stellenbosch University, South Africa), Lulu Duke (Stellenbosch University, South Africa), Simangele Mashazi (Stellenbosch University, South Africa) and Charné Pretorius (Stellenbosch University, South Africa)
9. Decolonising Linguistics: A Southern African Textbook Project, Zannie Bock (University of the Western Cape, South Africa)
10. Afterthoughts: Multilingual Citizenship, Humans, Environments and Histories, Duncan Brown (University of the Western Cape, South Africa)
Index