Disrupting coloniality in southern schooling. A decolonial lens on languaging in textbooks.

Autor/inn/en	Guzula, Xolisa; Tyler, Robyn
Titel	Disrupting coloniality in southern schooling. A decolonial lens on languaging in textbooks.
Quelle	Aus: The Palgrave handbook of decolonising the educational and language Sciences. Cham: Palgrave Macmillan (2025) S. 915-943 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 940-943
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-031-80321-5; 978-3-031-80323-9; 978-3-031-80324-6
DOI	10.1007/978-3-031-80322-2_33
Schlagwörter	Bildungswesen; Schule; Schulbuch; Sprache; Kolonialismus; Entkolonialisierung; Alphabetisierung; Globaler Süden; Südafrika
Abstract	The main aim of our chapter is to highlight and discuss a decolonial disruption to the coloniality of language (Veronelli in Wagadu: A Journal of Transnational Women's & Gender Studies, 13, 2015) and Anglonormativity (McKinney in Language and power in post-colonial schooling: ideologies in practice. Routledge, 2017) by tracing the creation and publication of a bilingual textbook created by the bua-lit language and literacy collective for use in South African schooling. Our theorising enables a re-thinking of first, the participatory processes involved in the creation of an open educational resource and second, the use of multiple named languages in the textbook.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/4