Multilingual pedagogies in South African higher education institutions
DOI:
https://doi.org/10.20525/ijrbs.v14i6.4307Keywords:
Multilingual Pedagogies, Epistemic Decolonisation, Curriculum Design, South African Higher EducationAbstract
The multilinguistic approach enhances the decolonization of teaching practices in South African universities by promoting inclusivity and reflecting the diverse linguistic and cultural realities of the student population. This approach recognizes that language is not merely a medium of instruction but a vital component of identity and knowledge production. This research paper explores the epistemic decolonization of teaching and learning practices in South African higher education institutions through a multilinguistic approach. It seeks to understand how the curriculum is experienced across various institutions to probe students' understandings of epistemic access in the context of decolonization debates. A multilinguistic framework allows for the inclusion of diverse epistemologies, challenging the dominance of Eurocentric knowledge systems. This is crucial for creating curricula that reflect local realities and histories, thus making education more relevant to South African contexts. The multilinguistic approach not only enriches the educational experience but also serves as a critical tool for decolonizing teaching practices, ensuring that higher education in South Africa is reflective of its diverse society and responsive to the needs of all students. This research comprises of a systematic qualitative design. This approach draws on published literature, and institutional data across South African institutions. This study highlights that reconceptualizing theories of social justice and resilience may help to improve higher education systems. While also highlighting the need for definitional clarity on key concepts such as transformation and decolonization. By probing students' perceptions of epistemic access through a multilinguistic lens, this research contributes to the ongoing discourse on epistemic decoloniality in South African higher education.
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