Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article…

This critical interpretive study aims to contribute to the scholarship that calls for epistemological recognition and representation of the global South. This call is seen as displacing questions of redistribution. The article utilizes interviews and focus group sessions with Kazakhstani graduate students to explore their experiences and…

This article inquires into the coloniality present in EFL textbooks, which continue being used as the core resource for language learning and teaching in Colombia. However, its instrumentalization, imperialism, and exploitation as an instrument of subalternation suggest that EFL textbooks produced by foreign and local publishing houses in the…

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences,…

This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos' concepts of 'pluriversity' and 'subversity' to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the…

Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents…

This article concerns ZAPP (the South African Poetry Project), which is a community of poets, scholars (including the authors), teachers and students, established in 2013 to promote, in educational systems, the work of contemporary South African poets. For the past three years (2017-2019), we have attempted through outreach and research to…

The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as…

This article examines how a purportedly local, postcolonial reform effort to resist center-based methods is resisted by the students and teachers it seeks to serve. In this context, rather than take center and periphery for granted, the author attempts a processual geography of method. Drawing on data from a 19-month ethnography in the Indian…

This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers…

In line with a broader Latin American turn to the left, since 2006 Bolivia's "politics of change" of president Evo Morales includes a new "decolonising" education reform called "Avelino Sinani Elizardo Perez" (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education,…

This article critiques the evolution of higher education in Mexico in light of the political "change" that led to the establishment of Intercultural Universities (IUs) for Indigenous communities. We argue that the "change" touted by the post-2000 regime isn't as profound or beneficial as claimed. Although IUs embody valuable…