The Intersection between Multilingualism, Translanguaging, and Decoloniality in the Global South

Ndlangamandla, Sibusiso Clifford; Chaka, Chaka

doi:10.1080/18125441.2020.1832328

Cited by 4 publications

(1 citation statement)

References 15 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This means that SoTL initiatives in South African HEIs should employ translanguaging as an approach to mediating HE curricula for their students alongside English. In doing so, such initiatives will be embracing translanguaging as a decolonial approach by unsettling the coloniality of English (Chaka, 2020;Ndlangamandla & Chaka, 2020;Takaki, 2020). Employing translanguaging as a decolonial approach entails recognizing the multilingualisms or the multiple linguistic resources that students have, and flexibly applying these existing repertoires together with English (see Ganuza & Hedman, 2017;Slaughter & Cross, 2021).…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories

Chaka

Shange

Ndlangamandla

et al. 2022

JCIE

View full text Add to dashboard Cite

This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to be problematized, critiqued, and contextualized according to the Global South HE settings in which it is applied. One of its key points in this regard is that SoTL has to question and critique the dominant epistemic practices and scholarly practices underpinning the curricula of Global South higher education institutions (HEIs), and through which students are framed in these HEIs. With reference to both decoloniality and transversality, the paper foregrounds components of SoTL that are aligned to these two approaches in a way that dismantles their hierarchical relations. Most importantly, it contends that transversality is capable of decentering Western truth claims in favor of polycentric epistemologies, frameworks, and methodologies that resonate with and that have applicability to the Global South.

show abstract

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories

Chaka

Shange

Ndlangamandla

et al. 2022

JCIE

View full text Add to dashboard Cite

show abstract

Translanguaging decoloniality in a divided island as post‐colonial pedagogic praxis: Cyprus and cultural subversions

Christou,

Karayianni

2024

Geographical Journal

View full text Add to dashboard Cite

As a political and pedagogic project, decolonisation involves the deconstruction of dominant Eurocentric forms of knowledge production, and the pluralisation of the knowledge field. But, in the case of a divided Cyprus, such practices and structures take on different meanings, within and beyond different contexts. In this article we link feminisms of resistance to curricular practices as a decolonial pathway to erasure of epistemic and gendered violence. If we are to suggest a collective project of decolonisation of higher education in Cyprus, we initially need to deconstruct conceptual frameworks of social justice through decolonising pedagogic practices. We consider ‘translanguaging decoloniality’ as one such avenue to pedagogic praxis through enabling cultural subversions, storytelling in the curriculum, and re‐framing/re‐telling narratives of the nation.

show abstract

Decoloniality, Digital-coloniality and Computer Programming Education

Geyser

2024

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

Like digital technologies themselves, programming education is embedded in the colonial matrix of power, and access to programming knowledge demands immersion in the epistemologies of the Global North. While there is a growing body of work exploring ways to decolonise programming education, far more needs to be done. Current research focuses on the language of instruction and contextual curricula; outward-facing engagements with decolonisation. However, to move toward digital-decoloniality involves scrutinising how programming knowledge is recontextualised within curricula. Part of the project should be equipping both educators and students with the tools to recontextualise programming itself. To dismantle the colonial logic embedded in programming education, attention must be given to the knowledge formation of the discipline to identify moments of disruption. One such moment is the difficulty students face when recontextualising their mental models of computing, from programming skills to programming concepts. This occurs at the moment of reading, tracing and writing code. Programming requires one to refocus computational thinking and engage with a specific semiotic system, translating the authors' intention into an executable computational process. Disrupting this moment using the strategies of critical literacies opens computer programming and its resulting code to critical examination, allowing an inward-facing decolonial engagement with the discipline.

show abstract

The Intersection between Multilingualism, Translanguaging, and Decoloniality in the Global South

Cited by 4 publications

References 15 publications

Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories

Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories

Translanguaging decoloniality in a divided island as post‐colonial pedagogic praxis: Cyprus and cultural subversions

Decoloniality, Digital-coloniality and Computer Programming Education

Contact Info

Product

Resources

About