Challenging Dominant Epistemologies in Higher Education: The Role of Language in the Geopolitics of Knowledge (Re)Production

Díaz, Adriana

doi:10.1007/978-3-319-77655-2_2

Cited by 17 publications

(14 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This stance is also consistent with the major themes emerging from the recent discourses on a decolonised curriculum, decolonisation, and decolonisation epistemologies (Letsekha, 2022;Lumadi, 2021;Díaz, 2018;Merisi et al, 2022;Mgqwashu, 2019;R'boul, 2022;Scherman & Liebenberg, 2023;Timmis et al, 2022;Zimmerman, 2023). Nevertheless, it is still necessary to critically examine how other scholars have defined the curriculum.…”

Section: Research Questionsupporting

confidence: 72%

“…The last two decades in higher education have been characterised and underpinned by radical calls and discourses for a more transformed and student oriented curriculum which speaks to the social identities and cultural contexts of students (Dawson 2020;Govender & Hugo, 2020;Hungwe & Ndofirepi;Liu, 2020;Letsekha, 2022;Lumadi, 2021;Manathunga, Singh & Bunda, 2021;Mahabeer, 2021;Mbembe, 2016;McCallen & Johnson, 2020;Mdzanga & Moeng, 2021;Merisi, Pillay & Mgqwashu, 2022;Mgqwashu, 2019;Qi et al, 2021;Díaz, 2018;R'boul, 2022;Salmi & D'Addio, 2021;Scherman & Liebenberg, 2023;Timmis et al, 2022;Zembylas, 2018Zimmerman, 2023. This has culminated in robust debates, dialogues, and discussions on the need for a decolonised curriculum and the subsequent decolonisation epistemologies in higher education to conform to a 21 st century higher education student cohort.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Mapuya

2023

REPAM

View full text Add to dashboard Cite

Higher education systems across the globally have adopted policies to provide a curriculum which is underpinned by the fundamental values of equality, inclusivity, and diversity. However, owing to lack of transformation and the practical implementation of these policies, higher education is still significantly entrenched in Eurocentric epistemologies which expose students to a learning environment which does not represent their social identities. This has led to the intensification of discourses on decolonisation epistemologies. At the centre of these decolonisation epistemologies is their advocacy for the recognition of indigenous epistemologies and ontologies in the learning environment. Of importance to these discourses is social justice issues that influence the 21st-century curriculum. Guided by the Critical Theory of Education, this study explored social justice issues that inform the 21st-century curriculum from a lecturers’ perspective. Data was collected from thirty-two purposefully selected lecturers from all universities in South Africa using a questionnaire with a Likert scale. The findings demonstrate that academic imperialism, language equity, equality, inclusivity, and diversity are the major issues of social justice that influence the 21st-century curriculum. To promote these social justice issues, this study advocates for radical transformation in language policies and pedagogical practices in higher education. The study further calls for the practical dismantling of the current dispensation in higher education which perpetuates social injustice and inequality. Educational policies need to respond purposefully to calls to decolonise the 21st-century curriculum holistically and create an education system which works for every student on these social justice issues.

show abstract

Section: Research Questionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Mapuya

2023

REPAM

View full text Add to dashboard Cite

show abstract

“…In addition to being a minimal and elitist internationalization strategy, considering the costs involved, academic mobility is also limiting in regard to its flows. Díaz (2018) shows data before the pandemic that only 4 English-speaking countries from the Global North concentrate more than half of all international students worldwide. As such, there is an evident discrepancy in intentions between the Global North and South countries regarding mobility, with the former being seen as the hub of knowledge and the target destination of the South in search of it (Morosini & Corte, 2018).…”

Section: Review Of Literaturementioning

confidence: 99%

Towards More Cooperative/Inclusive Internationalization: Insights from a South/North Virtual Mobility Project

Mendes¹,

Finardi²

2023

ELR

View full text Add to dashboard Cite

The pandemic has changed many physical activities involved in the internationalization of higher education process, such as academic mobility. This study investigated how virtual mobility (VM) can contribute to a more cooperative and inclusive internationalization process with more opportunities for the academic communities involved. With that aim, the perceptions of students from a university in the Global South involved in a VM program with a university from the Global North in the 2021/2022 academic year were analyzed. Data were collected through questionnaires and group interviews and analyzed qualitatively to discuss the affordances of VM for more inclusive and cooperative relationships between universities from the Global South and North. Overall, results of the study suggest that although the VM program was designed by the university in the Global North without the cooperation of the university from the Global South, the students involved were positively impacted by their participation in the program and collaboration with students from the Global North, which in turn, contributed to their knowledge and research topic development.

show abstract

“…My ethnographic research, conducted between 2014 and 2016 at the Uni versity of Helsinki, brings attention to the role that language practices in general, and the hegemonic status of the English language in particular (Díaz 2018;Haberland 2009), play in creating higher education peripheries. The Finnish case is especially conducive for investigating the significance of language practices within the process of internationalisation.…”

Section: Case Study a The Language Politics Of Internationalisation: ...mentioning

confidence: 99%

Peripheries within the higher education centres

Trifuljesko¹,

Choi²

2022

Learning and Teaching

View full text Add to dashboard Cite

To investigate how the process of peripheralisation usurps internationalisation experiences within the global higher education centres, this article draws on two separate case studies, one conducted in Finland and the other in the UK. In both contexts, Anglophone hegemony plays an important role, but in different manners. In the Finnish case, conflating internationalisation with Englishisation results in both domestic and international students and staff having to continuously grapple with language use in their daily lives. In the UK context, international students in English-speaking universities encounter asymmetric power relations with the locals, which they try to overcome through identity negotiation over digital and physical spaces. Both cases show that creating a liveable international university necessitates structural changes that would build on already existing agentic engagements of international students and staff.

show abstract

Challenging Dominant Epistemologies in Higher Education: The Role of Language in the Geopolitics of Knowledge (Re)Production

Cited by 17 publications

References 42 publications

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Towards More Cooperative/Inclusive Internationalization: Insights from a South/North Virtual Mobility Project

Peripheries within the higher education centres

Contact Info

Product

Resources

About