Decolonizing English: a proposal for implementing alternative ways of knowing and being in education

Meighan, Paul J.

doi:10.1080/15595692.2020.1783228

Cited by 21 publications

(7 citation statements)

References 18 publications

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“…Whyte (2018) explained how knowledge is passed from generation to generation [33] and signifies the Elders as the knowledge keepers. Meighan (2020) explained how the language informs our worldview [1]. Kermoal and Altamirano-Jimenez (2016) stated that "To ignore the specific ways in which Indigenous women know is to undermine them as active producers of knowledge that participate in complex socio-environmental processes" [48] (p. 4).…”

Section: Discussionmentioning

confidence: 99%

“…We discussed how the English language changes meanings, concepts, our worldview, and therefore losing our teachings. Meighan (2020) explained that language shapes our beliefs, our values and informs our worldview [1]. The conversation focused on g'giikendaaswinmin (our knowledge) about the lands, N'bi (the waters), the universe, and how we as Anishinabek peoples live our lives.…”

Section: Introductionmentioning

confidence: 99%

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An Indigenous Research Methodology That Employs Anishinaabek Elders, Language Speakers and Women’s Knowledge for Sustainable Water Governance

Chiblow

2020

Water

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Indigenous research paradigms are congruent to Indigenous worldviews and have become more dominant in areas such as Indigenous policy and education. As Indigenous research paradigms continue to gain momentum, the historical legacy of unethical research is addressed as more Indigenous communities and organizations develop their own research protocols. There is a plethora of articles explaining Indigenous research methodologies, but few examine the inclusion of the knowledge from Elders, language speakers, and Indigenous women in sustainable water governance. My Indigenous research methodology draws on the works of Indigenous scholars Shawn Wilson, Linda Smith, and Margaret Kovach, with specific focus on Wendy Geniusz’s Biskaabiiyang. My Indigenous research methodology is specific to the Anishinaabe territory of the Great Lakes region and includes Anishinaabek Elders, Anishinaabemowin (Ojibway language) speakers, and Anishinaabek women. This article seeks to contribute to Indigenous research paradigms and methods by elucidating the importance of engaging Anishinaabek Elders, Anishinaabemowin speakers, and Anishinaabek women in sustainable water governance.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Indigenous Research Methodology That Employs Anishinaabek Elders, Language Speakers and Women’s Knowledge for Sustainable Water Governance

Chiblow

2020

Water

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“…This unsustainable worldview of the western human as "superior" to rest of nature and the "Other" has led to social, linguistic, epistemic, and environmental injustices and an arrogant elitism in ELT and research (Macedo 2019). This epistemological error dominates the current mainstream western worldview, mindsets, behaviours, and by extension our institutions, ELT classrooms, and the English language (Battiste 2013;Meighan 2021Meighan , 2022.…”

Section: Introductionmentioning

confidence: 99%

Transepistemic English language teaching for sustainable futures

Meighan¹

2023

Preprint

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There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the western “epistemological error” is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT.

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Section: Introductionmentioning

confidence: 99%

Transepistemic English language teaching for sustainable futures

Meighan¹

2023

ELT Journal

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There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the Western ‘epistemological error’ is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT.

show abstract

Decolonizing English: a proposal for implementing alternative ways of knowing and being in education

Cited by 21 publications

References 18 publications

An Indigenous Research Methodology That Employs Anishinaabek Elders, Language Speakers and Women’s Knowledge for Sustainable Water Governance

An Indigenous Research Methodology That Employs Anishinaabek Elders, Language Speakers and Women’s Knowledge for Sustainable Water Governance

Transepistemic English language teaching for sustainable futures

Transepistemic English language teaching for sustainable futures

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