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Decolonizing English Language Textbooks: Engaging in a South-North Inter-Epistemic Dialogue. Global South Perspectives on TESOL

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Title: Decolonizing English Language Textbooks: Engaging in a South-North Inter-Epistemic Dialogue. Global South Perspectives on TESOL
Language: English
Authors: Waqar Ali Shah, Liaquat Ali Channa, Asadullah Lashari
Source: Routledge, Taylor & Francis Group. 2026.
Availability: Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Peer Reviewed: N
Page Count: 280
Publication Date: 2026
Intended Audience: Researchers; Students
Document Type: Book
Collected Works - General
Descriptors: Decolonization, English (Second Language), Second Language Instruction, Textbooks, Instructional Materials, Developing Nations, Foreign Countries, Developed Nations
Geographic Terms: Nigeria, Algeria, Pakistan, Indonesia, Colombia, Brazil, Denmark, Chile, Bangladesh, Morocco, Greece
ISBN: 978-1-04-110126-0
Abstract: Bringing together diverse perspectives from authors situated in both the Global South and the Global North, this ground-breaking volume takes a critical, decolonial, and global southern approach to exploring colonial epistemologies and pedagogies surrounding textbook discourses and research. Using a South-North inter-epistemic dialogue, the book challenges conventional notions of undertaking research that includes local ways of knowing and Indigenous knowledge. By doing so, the book disrupts colonial ideologies, values, and culture, and instead suggests local Indigenous frameworks and methodologies for textbook research and epistemology. Contributors engage with various methodologies, such as ethnography, action research, textbook analysis, duo-ethnographies, and interview-based studies informed by various theoretical perspectives, including translanguaging, postmethod condition, critical visual literacy, gender decoloniality, critical discourse studies, multi-modality, raciolinguistics, decolonial awakening, Afro-centric epistemologies, decolonial interculturality, and pedagogy of becoming. The chapters also uncover how teacher educators, researchers, and textbook writers view, engage, and negotiate with these discourses. With chapters originating from across the globe (such as Nigeria, Algeria, Pakistan, Indonesia, Colombia, Brazil, Denmark, Chile, Bangladesh, Morocco, and Greece), the book demonstrates rich geographical and epistemological diversity. Ultimately providing a wealth of insights for researchers working on decolonization in TESOL/ELT in general and on ELT textbooks and pedagogy in particular, this book will be of use to scholars, researchers, and postgraduate students in the field of curriculum studies and teachers working in the field of language education.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://www.routledge.com/Decolonizing-English-Language-Textbooks-Engaging-in-a-South-North-Inter-epistemic-Dialogue/Shah-Channa-Lashari/p/book/9781041101260
Accession Number: ED680779
Database: ERIC
FullText Text:
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  Data: Decolonizing English Language Textbooks: Engaging in a South-North Inter-Epistemic Dialogue. Global South Perspectives on TESOL
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  Data: <searchLink fieldCode="AR" term="%22Waqar+Ali+Shah%22">Waqar Ali Shah</searchLink><br /><searchLink fieldCode="AR" term="%22Liaquat+Ali+Channa%22">Liaquat Ali Channa</searchLink><br /><searchLink fieldCode="AR" term="%22Asadullah+Lashari%22">Asadullah Lashari</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Routledge%2C+Taylor+%26+Francis+Group%22"><i>Routledge, Taylor & Francis Group</i></searchLink>. 2026.
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  Data: Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
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  Data: Bringing together diverse perspectives from authors situated in both the Global South and the Global North, this ground-breaking volume takes a critical, decolonial, and global southern approach to exploring colonial epistemologies and pedagogies surrounding textbook discourses and research. Using a South-North inter-epistemic dialogue, the book challenges conventional notions of undertaking research that includes local ways of knowing and Indigenous knowledge. By doing so, the book disrupts colonial ideologies, values, and culture, and instead suggests local Indigenous frameworks and methodologies for textbook research and epistemology. Contributors engage with various methodologies, such as ethnography, action research, textbook analysis, duo-ethnographies, and interview-based studies informed by various theoretical perspectives, including translanguaging, postmethod condition, critical visual literacy, gender decoloniality, critical discourse studies, multi-modality, raciolinguistics, decolonial awakening, Afro-centric epistemologies, decolonial interculturality, and pedagogy of becoming. The chapters also uncover how teacher educators, researchers, and textbook writers view, engage, and negotiate with these discourses. With chapters originating from across the globe (such as Nigeria, Algeria, Pakistan, Indonesia, Colombia, Brazil, Denmark, Chile, Bangladesh, Morocco, and Greece), the book demonstrates rich geographical and epistemological diversity. Ultimately providing a wealth of insights for researchers working on decolonization in TESOL/ELT in general and on ELT textbooks and pedagogy in particular, this book will be of use to scholars, researchers, and postgraduate students in the field of curriculum studies and teachers working in the field of language education.
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