A call for proposals for a Special Issue for the Applied Linguistics Review.
Colleagues who are interested in translanguaging and decoloniality in language education, here is a call for proposals for a Special Issue for the Applied Linguistics Review.
——————
Translanguaging has been used to study a wide range of topics in applied linguistics, TESOL, and SLA. Defined as a total and dynamic linguistic repertoire, translanguaging has been theorized as a critical, creative, and transformative perspective to embrace multilingual speakers’ identities and to resist sociopolitical boundaries associated with named languages (e.g., García & Wei, 2014; Otheguy, García & Reid, 2015). In language education, translanguaging has been taken as a pedagogical approach to create an inclusive learning space, particularly for minoritized language speakers, and to bridge the gap between home and school languages and knowledges (Creese & Blackledge, 2010; Probyn, 2015). However, its transformative potential in Indigenous education and sociolinguistics is still underexplored and undertheorized (Makalela, 2013, 2015). This special issue aims to investigate the use of translanguaging in Indigenous education and examine its transformative potential from the perspective of decoloniality (Maldonado-Torres, 2007) and epistemic (in)justice (Fricker, 2007; Kidd, Medina & Pohlhaus, 2017).
We invite abstracts (500 words) from researchers who are interested in taking a decolonial perspective about translanguaging in Indigenous education and examining how translanguaging could promote epistemic (in)justice for Indigenous learners. Decoloniality refers to the engagement in “making visible the invisible” and “analyzing the mechanisms that produce such invisibility or distorted visibility in light of a large stock of ideas that must necessarily include the critical reflections of the invisible people themselves” (Maldonado-Torres, 2007: 262). Following Fricker (2007), we take epistemic justice as the state of recognizing Indigenous peoples as a knower whose epistemes are embraced as legitimate knowledge in education. We invite proposals that particularly situate translanguaging practices in Indigenous contexts and critically examine their ‘transformative potential’ and ‘transformative limits’ (Jasper, 2018) to disrupt and transform epistemic hierarchies in education. The proposals should address at least some of the following topics:
- Epistemic alternatives, Indigenous creativity, and translanguaging beyond schools/universities
- Indigenous spirituality, well-being, and translanguaging
- Indigenous critical pedagogy and translanguaging
- Indigenous educational programs, Indigenous knowledge, and translanguaging
- Community-based Indigenous education, Indigenous knowledge, and translanguaging
- Indigenous epistemologies, place-based education, and translanguaging in mainstream schools
- Indigenous epistemologies, translanguaging, and higher education
- Indigenous teacher education, multilingualism, and translanguaging
Key dates
Abstract submission: June 30, 2021
Notification of acceptance: July 30, 2021
Draft manuscript: February 28, 2022
Reviewers’ comments: April 30, 2022
Final manuscript: June 30, 2022
Contact:
Prem Phyak p.phyak@cuhk.edu.hk and Stephen May s.may@auckland.ac.nz
Source: facebook page of prem phyak