Whither Epistemic (In)Justice? English Medium Instruction in Conflict-Affected Contexts

Autor/inn/en	Kester, Kevin; Chang, Sin-Yi
Titel	Whither Epistemic (In)Justice? English Medium Instruction in Conflict-Affected Contexts
Quelle	In: Teaching in Higher Education, 27 (2022) 4, S.437-452 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Sin-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.2015757
Schlagwörter	English (Second Language); Second Language Instruction; Teaching Methods; Language of Instruction; Language Role; College Faculty; Conflict; Foreign Countries; Higher Education; Foreign Policy; Teacher Attitudes; Multilingualism; World Views; Peace; Afghanistan; Somalia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Fakultät; Konflikt; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; World view; Weltanschauung; Frieden
Abstract	Higher education has become increasingly diverse in recent years as patterns of migration expand and grow. However, while different linguistic communities are brought together, English is often conceived as the de facto lingua franca for research, teaching and learning. This is perhaps especially so in ethnically diverse conflict-affected settings where English is perceived to be a neutral and unifying language. This study directs attention to two English medium instruction (EMI) universities in two conflict-affected contexts, Afghanistan and Somaliland. Four research questions related to language, conflict and education are proposed. Data for the study was collected through document analysis, interviews and artifacts with 12 university educators and analyzed through a critical cultural political economy and decolonial framework. Findings suggest that while English is strongly desired by various members of the universities, it is also deeply implicated in multiple sources of conflict, calling for a more sensitive approach to teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01