African Linguistics after #RhodesMustFall

Abstract Summary

Abstract :

This presentation examines perceptions of decoloniality in African linguistics, as taught inside and outside of Africa. Taking the findings from Riedel and de Vos (2018) for the South African higher education context as a starting point, we develop an international survey to be carried out in early 2020.Riedel and de Vos (2018) show that language academics in South Africa consider a transformed or decolonised linguistics curriculum to include African language data, especially from South African Bantu languages, but show little awareness of Khoisan language families or the broader linguistic context on the continent. There were also signs of considerations of instructional and assessment quality, and indications that student movements have had a significant impact. We now look to address questions such as how decolonial approaches to African linguistics might look in different academic contexts, both inside and outside of the African continent. What is the level of awareness of colonial pasts and their effects on contemporary societies and universities teaching African linguistics in different global contexts? How does this apply in different linguistics subjects, including sociolinguistics, formal and applied linguistics? How could global south epistemologies be included in Linguistics generally? How have student movements, such as #RhodesMustFall in different countries shaped these perceptions? We also draw upon our experiences as teachers of linguistics from diverse backgrounds who are based at universities in South Africa, the UK, and the USA to inform the discussion.

Pre-recorded video :