Global South Scholars In The Western Academy

By foregrounding the voices and experiences of scholars from the Global South who have migrated to institutions in the Global North, this volume theorizes the "third space" as a unique, rich, and generative position in the Western academy. Global South Scholars in the Western Academy engages a range of critical methodologies to explore the challenges that Global South scholars have faced in establishing themselves in academic settings in the Global North. The text identifies the unique position that scholars have come to adopt "in-between" North and South and theorizes this positionality as a "third space", which is carved out by academics negotiating personal, professional, and cultural belonging. This liminal subject position, enriched by experiences of migration, racialization, poverty, and difference, is shown to drive knowledge-production and justice-orientated approaches in the academy. This book provides a new and overdue perspective on the experiences and contributions of Global South scholars in the academy. It will be of interest to academics, researchers, and scholars with an interest in critical theory, indigenous and multicultural education, the sociology of education, and higher education.

Exploring the nature of possible relationships between Integrational Linguistics and Southern Epistemologies, this volume examines various ways in which Integrational Linguistics can be used to support the decolonizing interests of Southern Epistemologies, particularly the lay-oriented nature of Integrational Linguistics that Southern Epistemologies find productive as a ‘positive counter-discourse.’ As both an anti-elitist and antiestablishment way of thinking, these chapters consider how Integrational Linguistics can be consistent with the decolonial aspirations of Southern Epistemologies. They argue that the relationship between Southern Epistemologies and Integrational Linguistics is complicated by the fact that, while Integrational Linguistics is critical of what it calls a segregationist view of language, i.e., ‘the language myth,’ Southern Epistemologies in language policy and planning and minority language movements find the language myth helpful in order to facilitate social transformation. And yet, both Integrational Linguistics and Southern Epistemologies are critical of approaches to multilingualism that are founded on notions of ‘named’ languages. They are also both critical of linguistics as a decontextualized, and institutionalized extension of ordinary metalinguistic practices, which at times influence the prejudices, preconceptions and ideologies of dominant western cultures. This book will prove to be an essential resource for scholars and students not only within the field of integrational linguistics, but also in other language and communication fields, in particular the dialogic, distributed, and ecological-enactive approaches, wherein integrational linguistics has been subjected to scrutiny and criticism.

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward – practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.

This book offers new approaches and insights into the ongoing and topical discussions on the concepts and definitions of the global south. Instead of adding to the debates about how to properly define the "global south" as such, it aims at emphasising concrete experiences and accounts of (post-)colonial dislocation and disidentification as both a starting point and linchpin for the subsequent exploration. It brings into conversation theories and interrogations of the "global south" with specific local studies, without presenting them as the romanticised "other" or as "non-western" narratives. As a bold initiation of future conversations on issues that both directly and indirectly affect ideas about the global south, the volume will be of great interest to scholars and researchers of critical theory, literary and cultural studies, and global south studies.

The third space can simultaneously be a safe haven for experimentation and creativity and a risky space in which there is likely to be contestation and uncertainty. Understanding the strategic role in examining and activating third spaces is necessary, which applies not only to organizations that seek to apply the contemporary concept of third space in either digital or face-to-face settings but also to individuals who exist as actors in third-space environments. These organizations and individuals often have to perform outside of the first space, a dominant social or settler colonial identity group. Third-Space Exploration in Education investigates the knowledge, relationships, legitimacies, and languages that problematize and accommodate the paradoxes, tensions, and possibilities at the heart of understanding education-related third-space environments. The book is useful in providing insights and support for readers concerned with the creation, management, negotiation, or reconceptualization of expertise, knowledge, information, and organizational development within culturally diverse third-space communities and environments. This reference work is ideal for audiences in various disciplines centering on education as well as interdisciplinary areas or areas that can relate to education such as ethnic studies, sociology, psychology, medicine, technology, and business.

History Below the Global aims to foster an entangled knowledge of global history, and to place "others" at the centre stage, to better understand the fluid world which we inhabit. Relying on primary sources in seven languages and books written by hundreds of African, Asian, Middle Eastern and South American scholars, Lorenzo Kamel examines the coloniality of power in historical research and sheds light on the largely neglected roles of the "others" and their modernities in history. The book provides three elements combined. Firstly, a thorough analysis of the process of accumulation (“knowledge piece by piece”) which underpins some of the major achievements in human history. Secondly, a view on pre-colonial perspectives and the process through which the latter have been swallowed up by Eurocentric and solipsistic perceptions. Lastly, a study of the roots and outcomes of colonialisms and their echoes in our present. These three elements are addressed by combining multiple methodologies and approaches, in the awareness that the history analysed, as well as the historiographical trajectories that underlie it, are ultimately inter-penetrable, as well as themselves the result of a process of accumulation. History Below the Global challenges the view that, first and foremost, the “West”, for bad and for good, is and was the centre: the proactive actor which did and undid. This volume will be of value to all those interested in global history, the history of colonialism, post-colonial studies, modern and contemporary history.

This edited collection explores a diverse range of climate (in)justice case studies from the Majority World – where most of humans and non-humans live. It is also the site of the most severe impacts of climate change and home to some of the key solutions for the climate crisis. The collection brings together 12 chapters featuring the work of over 30 authors from around the globe. The impacts of climate change are disproportionately affecting individuals, communities, and countries in the Majority World who historically have contributed little to rising global temperatures. The 12 chapters focus on a range of cross-cutting themes, demonstrating both individual and collective experiences of climate change and struggles for achieving climate justice from the Majority World. This includes activism, resistance, and social movement organizing in India and Brazil; lived experiences and understandings of frontline communities in Bangladesh and South Africa; consequences of and responses to disasters in Mozambique and Puerto Rico; and contested accounts, narratives, and futures in the Maldives and Pakistan, among other topics. By adopting a decolonial lens, this book provides rich empirical content, insightful comparisons, and novel conceptual interventions. It foregrounds climate justice from an intersectional perspective and contributes to the ongoing efforts by scholars and activists to address epistemic injustice in climate change research, policy, and practice. It will appeal to undergraduate and graduate-level students, academics, activists, policymakers, and members of the public concerned with the impacts and inequalities of climate change in the Majority World.

Adopting a uniquely critical lens, this volume analyzes the relationship between forced migration, the migrations of people, and subsequent impacts on education. In doing so, it challenges Euro-modern and colonial notions of what it means to move across 'borders'. Using Abiayala and its diasporas as theory and context, this volume critiques dominant colonial attitudes and discourses towards migration and education and suggests alternatives for understanding how culturally grounded pedagogies and curricula can support migrating youth and society more broadly. Chapters use case studies and first-hand accounts such as testimonios from a variety of countries in the Global South, and discuss the lived experiences of Afro-Colombian, Haitian, and Indigenous youth, among others, to challenge the rigid disciplinary borders upheld by Euro-modern epistemologies. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and Latin American and Caribbean studies more broadly. Those specifically interested in anticolonial education, diaspora studies, and educational policy and politics will also benefit from this book.