Decolonizing English Language Textbooks: Engaging in a South-North Inter-epistemic Dialogue (Global South Perspectives on TESOL)

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,