Daffodils and Snow: Whose Language Matters? Part 2. Considering Issues of Affect and Emotion within Decolonial Work

In Part 2 of this blog, three members of the Decolonial Dialogues co-editorial team continue their conversation about decolonising approaches to language teaching, learning, communication and research, within and beyond the academy. Furthering their responses to the initial provocation – “Whose language matters?”– particular emphasis is placed on issues of affect, emotion, vulnerability and care when undertaking decolonial work. An additional, creative feature is the inclusion of “Krik? Krak!” (or, “Crick? Crack!”) as a multilingual call-and-response device: specifically interweaving Jamaican Patois poetics, Indigenous North African Kabyle greetings, written in (ancient Berber) Tifinagh script, and the disability rights slogans of singing-sign language ("Chansigne") advocates.

Daffodils and Snow: Whose Language Matters? Part 1. A Conversation about Decolonising How We Teach, Learn, and Research

Three multilingual members of the Decolonial Dialogues co-editorial team – Riadh Ghemmour, Maica Gugolati and Carol Ann Dixon – present December’s jointly authored blog in order to critically reflect on the question, "Whose language matters?" Their research perspectives are informed by the decolonial praxis and scholar-activism of key luminaries – including Ngũgĩ wa Thiong'o, Gayatri Spivak, Stuart Hall and Bagele Chilisa; and the featured linguistic analysis draws (respectively) on the contributors’ personal lived and learned experiences of speaking African Indigenous languages, translating singing-sign language, and performing Jamaican Patois poetics.

Pedagogy through re-existence : Decolonizing as ‘doing’ and academic responsibility

Ahmed Raza Memon Decolonizing teaching and pedagogy has been at the centre of many student movements including ‘Rhodes must fall’ movement. It is safe to say that decolonizing student movements are a form of resistance which is materially grounded to…