Reimagining Language Education from Global South Perspectives: Discourse, Pedagogy, Local Agency, and Teacher Development
A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Language and Literacy Education".
Deadline for manuscript submissions: 31 December 2026 | Viewed by 778
Editors
Interests: language education; language policy and planning; teacher agency; political economy in language education
Special Issue Information
Dear Colleagues,
Language education scholarship has taken a Southern turn. This means not only an ontological shift in terms of recognizing multiple realities and possibilities for ownership, but also a responsibility for scholars to explore solutions for local problems based on an ecology of knowledge, which includes local epistemologies and ways of doing. Global South perspectives are important in such efforts, which challenge the dominant epistemologies emphasizing universality and objectivity and which also create opportunities for epistemic justice and local ownership in the pedagogical knowledge construction process.
This Special Issue builds on the ongoing discussion and scholarship around Global South perspectives and decolonial thinking in language education. We invite scholars in the field to reimagine language education reflecting the Southern turn. How can pedagogical knowledge be produced locally for language learning, teaching, assessment and teacher education programs based on the epistemologies of the South? This requires critical engagement with how language education has been understood and what discourses have been produced in relation to the dominant perspectives in the field. Dismantling the dominant discourses is the first step towards creating new knowledge about how we can redefine language education, reflecting a more socially just and inclusive agenda.
This Special Issue aims to present and disseminate the most recent advances related to language education from Southern and decolonial perspectives. We consider contributions addressing Southern theories in relation to language, language learning, language education policy, pedagogy, assessment, agency and teacher education. We encourage authors to include the voices, narratives and lived experiences of education stakeholders, including teachers, school leaders, students and parents, to reflect on the opportunities and the challenges of reimagining language education in the Global South.
Topics of interest for publication include, but are not limited to, the following:
- Re-thinking discourse and knowledge construction within teacher education
- Re-thinking language education policy
- Re-thinking language curriculum design and assessment
- Re-thinking teacher education and professional learning
- Re-thinking language-in-education policy, language ecology and linguistic justice
- Re-thinking agency and local agents of change
- Re-thinking research in language education in the Global South.
Dr. Maksud Ali
Dr. Obaidul Hamid
Guest Editors
Manuscript Submission Information
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Keywords
- language education
- Southern perspectives
- epistemic justice
- local agency
- re-thinking language education
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