This paper reports on an inquiry that explored how a group of Nepali secondary school students discursively reconstructed and interpreted their English learning in Hong Kong. In the study we collected data from 30 participants through participatory observation, in-depth unstructured interview and taking field notes in two secondary schools. The…

Native-speakerism has generated much debate in the field of English language teaching, with the general assumption that native English-speaker teachers (NESTs) are better teachers and would be learners' preference over non-native English-speaker teachers (NNESTs) given the choice. Despite challenges against such an assumption in recent decades, it…

Epistemic injustice in human rights education (HRE) can be found in a colonial historical trajectory of human rights that rests on accounts of western agency only. Such narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist…

International development and education are often described as embodying colonized, capitalist, and modernist knowledge and practices. I take the position that as educators, our identities and positionalities, while not determinant, do affect our pedagogy of knowledge (re)production in these fields. Using critical autoethnography as methodology,…

For many years now, knowledge production at universities and in countries like Vietnam has been framed by centre/periphery discourses. In this paper, we suggest that interpreting academics' research identities in relation to these discourses can assist in understanding ways in which Vietnamese academics negotiate knowledge production. For this…

Using critical discourse analysis, we research how study abroad programs within U.S. universities create and reinforce discourses on the nature of higher education, citizenship, socioeconomic equity, and globalization. We analyze the content of advertising for education abroad programs that describe the myriad of destinations and opportunities…

In recent years, scholarship on international student mobility (ISM) has proliferated across various social science disciplines. Of late, an interest in the "ethics" and "politics" of ISM seems to be emerging, as more scholars begin to consider critically questions about rights, responsibility, justice, equality, and so forth…

Indigenous dances in communities that underwent European colonialism and Christianization are currently practiced in environments that still carry colonial legacies. Without formal dance teachers' training programs and frameworks, individuals in postcolonial Africa have leveraged local resources, social experiences, and individual innovation to…

With the advancement of technology and series of curriculum reform, teachers are challenged to recalibrate their teaching methodology and delivery of instruction. Teachers may adopt ways to improve the quality of instruction everyday. In order to achieve this goal, teachers may opt to use variety of instructional methods and techniques such as…

This article engages with the theme of the proposed special issue in a perhaps unexpected way: for me, the 'translinguistic movement' is a pertinent reminder to move beyond the boundaries of language and other visible/audible modalities that are involved in semiosis. It also encourages us to move beyond the naïve empiricism that has shaped…

This article relies primarily on both postcolonial theory and Critical Indigenous Studies to demonstrate how the Mexican American Studies (MAS) PreK-12 Committee of the National Association for Chicana and Chicano Studies Tejas Foco, or chapter, successfully waged battle in getting the Texas State Board of Education to officially incorporate…

Children's agency and capabilities are often overlooked in the research literature, in particular, when it comes to young children's reflections on their transnational childhoods and migration experiences. Nestled within an intergenerational family migration story, this article reports on a study that investigated childhood identity, home and…

This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to…

Research on international Graduate Teaching Assistants (GTAs) commonly emphasises deficits. Themes include lack of proficiency in English; deficiency of teaching experience; and 'incomplete' professional identity. Such framing neglects the resources that international GTAs bring to their classrooms. This study looks specifically at lived…

The article discusses the position of classical antiquity in higher education in Brazil, taking into account post-colonialism in South America and calls for 'decolonisation' in the field of classical archaeology globally. It is concerned with how the subject of classical antiquity in Brazil intersects with ideals of classical antiquity as European…