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It argues for a decolonial-multilingual approach, insisting that concepts of language be freed from colonial rhetoric so language use can be evaluated for its utility. It contrasts decolonial resistance through Indigenous language return with an alternative that interrogates language use as a decolonial-multilingual reality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-26-issue-1-winter-2024-decolonial-language-education-and-identity-realization-in-africa/600428/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-26-issue-1-winter-2024-decolonial-language-education-and-identity-realization-in-africa/600428.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central relationship does the paper analyze between language education and identity realization?","Question",{"text":112,"@type":113},"The paper analyzes how language education influences identity realization, emphasizing that language and identity are correlated and shaped by power structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper position decolonial language education in relation to colonial language education?",{"text":117,"@type":113},"It argues for a decolonial-multilingual approach and contrasts Indigenous-language return as decolonial resistance with alternatives that interrogate language use as a decolonial-multilingual reality.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper recommend focusing on decolonizing language to decolonize identity realization?",{"text":121,"@type":113},"Because the paper stresses that identity realization is linked to language, so decolonizing language is framed as necessary for decolonizing identity realization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600428,1792170945,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 26, Issue 1, Winter 2024  \nDecolonial Language Education and Identity Realization  \nin Africa  \nMariya Hassan  \nOntario Institute for Studies in Education (OISE), University of Toronto  \nThis paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a decolonialmultilingual approach to language education, where our conceptualizations of language must be decolonized (freed from colonial rhetoric) so that language use can be explored for its utility. The paper juxtaposes two lines of arguments: the first is an insistence on a return to Indigenous language education as a form of decolonial resistance and warnings against intellectual control through colonial language education. The second line of argument explores the possibilities of compartmentalizing and interrogating language use as an alternative decolonial-multilingual reality, thereby redefining an individual’s relationship with language and its influence on identity realization. As the paper highlights the extent to which language and identity are correlated, I conclude by stressing the need to decolonize language if identity realization is to be decolonized.  \nIntroduction  \nThis paper provides an analytical overview of how language education influences identity realization1 by focusing on the African postcolonial context. The paper begins by setting an understanding of decolonization in relation to postcoloniality. This is followed by juxtaposing conceptions of identity with how identity is continuously shaped by language (education) as a dominant power structure. Next, the paper delves into the colonial roots of current medium of instruction (MOI) policies and how those subsequently shape identity realization. Issues raised by decolonial resistance to foreign or colonial language education are then discussed as a way of decolonizing identity. Finally, considering the complexities in establishing language education policies, a decolonial-multilingual reality is posited as a viable solution to the debate between colonial and Indigenous language education, with gaps in the discussed literature highlighted.  \nThis paper contributes to comparative education research by arguing that language must be decolonized as a way of decolonizing language education and consequently decolonizing identity realization. For the purposes of this paper, decolonial approaches are understood as:  \n1 The term is understood as constant negotiations of an identity that neither ceases to transform nor to be influenced by macrocosms such as economy and society. The term is more fully contemplated in the following section.  \n© 2024, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 26(1), 98-107.  \nDecolonial Language Education and Identity Realization in Africa  \nThe opening and the freedom from the thinking and the forms of living (economies-other, political theories-other), the cleansing of the coloniality of being and of knowledge; the de-linking from the spell of the rhetoric of modernity, from its imperial imaginary articulated in the rhetoric of democracy. (Mignolo, 2011, p. 48)  \nDecoloniality can then be understood as a freedom from being through coloniality —where colonial rhetoric and logic no longer define nor grant permission for the existence and execution of relationships. Postcoloniality, as a prior and concurrent function of decoloniality (and again for the purposes of this paper) is the awareness of the past and continued effects of colonialism. The dynamic between those two theories is replicated in the fluidity of thinking about language education, (post) colonial iden","cbCairaro3VsqA6Q","https://ap.wps.com/l/cbCairaro3VsqA6Q","pdf",155052,"English","# Introduction\n# Decolonial Language Education and Identity Realization in Africa\n## Identity is Not Singular","[{\"question\":\"What central relationship does the paper analyze between language education and identity realization?\",\"answer\":\"The paper analyzes how language education influences identity realization, emphasizing that language and identity are correlated and shaped by power structures.\"},{\"question\":\"How does the paper position decolonial language education in relation to colonial language education?\",\"answer\":\"It argues for a decolonial-multilingual approach and contrasts Indigenous-language return as decolonial resistance with alternatives that interrogate language use as a decolonial-multilingual reality.\"},{\"question\":\"Why does the paper recommend focusing on decolonizing language to decolonize identity realization?\",\"answer\":\"Because the paper stresses that identity realization is linked to language, so decolonizing language is framed as necessary for decolonizing identity realization.\"}]","Current Issues in Comparative Education (CICE) - Volume 26 - Issue 1 - Winter 2024 - Decolonial Language Education and Identity Realization in Africa | PDF",1792090674,25]