From South to West Africa: Coloniality of Language Policy and Epistemic Silence, Violence, and Injustice

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Language, Decoloniality And Social Justice

Abstract

This study examines the colonial influence on language policy in South Africa and Côte d’Ivoire’s education systems. Despite official policies promoting multilingualism (DoE, 1997), English and French dominate instruction, assessments, and higher education access (Probyn, 2009; Djité, 2008). The study utilized ethnographic methods, including semi-structured interviews and comprehensive document analysis, to gather data from teachers, principals, and policymakers from both countries. It reveals that colonial languages are privileged, marginalizing African languages and reinforcing linguistic hierarchies (Bamgbose, 2000; Mignolo, 2011). Justifications often cite economic growth and global competitiveness, reflecting the persistence of coloniality (Makoni & Pennycook, 2007; Maldonado-Torres, 2007).
The study calls for a radical reimagining of language policy in education, one that challenges epistemic injustice and embraces the multilingual realities of Africa.

Authors

• Mfundo Jabulani Msimango, Pennsylvania State University

• Mariam Yasmine Noura Jeanne N’diaye, Pennsylvania State University