Paul Meighan – författare

This Element explores kincentric and relational methodologies for decolonising educational research. While Indigenous methodologies emphasise decoloniality, relational accountability, and kinship, mainstream research often neglects these principles. Addressing this gap, it introduces Dùthchas ‒ an Indigenous Gaelic concept of kinship, interconnectedness, and ethical responsibility ‒ as a kincentric, relational methodology. Drawing on research with Anishinaabe and Gaelic community members and broader Indigenous scholarship, the Element interrogates dominant paradigms and reframes data collection, analysis, and dissemination as knowledge gathering, generation, and sharing. It advocates participatory, community-led design and Indigenous-informed analytic approaches, such as Anishinaabe Bizindam (deep listening) and C...irdeas (Gaelic kinship), grounded in researcher positionality and reflexivity. Practical guidance is provided for implementing kincentric and relational methodologies, while respecting Indigenous data sovereignty and cultural protocols. By bridging Indigenous and non-Indigenous traditions, it offers theoretical insights and a framework for decolonising research practices.

This Element explores kincentric and relational methodologies for decolonising educational research. While Indigenous methodologies emphasise decoloniality, relational accountability, and kinship, mainstream research often neglects these principles. Addressing this gap, it introduces Dùthchas ‒ an Indigenous Gaelic concept of kinship, interconnectedness, and ethical responsibility ‒ as a kincentric, relational methodology. Drawing on research with Anishinaabe and Gaelic community members and broader Indigenous scholarship, the Element interrogates dominant paradigms and reframes data collection, analysis, and dissemination as knowledge gathering, generation, and sharing. It advocates participatory, community-led design and Indigenous-informed analytic approaches, such as Anishinaabe Bizindam (deep listening) and C...irdeas (Gaelic kinship), grounded in researcher positionality and reflexivity. Practical guidance is provided for implementing kincentric and relational methodologies, while respecting Indigenous data sovereignty and cultural protocols. By bridging Indigenous and non-Indigenous traditions, it offers theoretical insights and a framework for decolonising research practices.

This landmark volume engages the lived realities of linguistic discrimination by naming and countering colonialingualism, an operating system that marginalizes Indigenous and minoritized communities in language education.The book defines colonialingualism as the privileging of dominant colonial languages, knowledges, and neoliberal valorizations of diversity, operating from ideology and policy to practice and outcomes. Spanning the epistemic and geographic Global South, chapters present case studies, narratives, pedagogical interventions, and curriculum and policy analyses. Together, they show how the system operates, informing a practical counter-practice toolkit for curriculum and assessment design, institutional change, and policy routes. The book recenters Global South and Indigenous epistemologies as sources of theory and method, advancing raciolinguistic perspectives and multilingual frameworks such as translanguaging and plurilingualism. Contributors mobilize Sumud and Ubuntu pedagogies, heteroglossic space-making, life-story and autoethnographic methods, place-based inquiry, and AI literacies to expose and counter the colonialingual ideologies sustaining native-speakerism, accentism, and linguistic racism within English language education and beyond. Ultimately, the volume demonstrates how minoritized communities resist, reclaim, and revitalize their languages and knowledge systems, and how programs and policies can be redesigned in accountable, pluriversal ways. It will appeal to scholars, researchers, practitioners, and postgraduate students in applied linguistics, TESOL, and language education engaged with urgent issues of linguistic and epistemic justice and decolonization.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

This landmark volume engages the lived realities of linguistic discrimination by naming and countering colonialingualism, an operating system that marginalizes Indigenous and minoritized communities in language education.The book defines colonialingualism as the privileging of dominant colonial languages, knowledges, and neoliberal valorizations of diversity, operating from ideology and policy to practice and outcomes. Spanning the epistemic and geographic Global South, chapters present case studies, narratives, pedagogical interventions, and curriculum and policy analyses. Together, they show how the system operates, informing a practical counter-practice toolkit for curriculum and assessment design, institutional change, and policy routes. The book recenters Global South and Indigenous epistemologies as sources of theory and method, advancing raciolinguistic perspectives and multilingual frameworks such as translanguaging and plurilingualism. Contributors mobilize Sumud and Ubuntu pedagogies, heteroglossic space-making, life-story and autoethnographic methods, place-based inquiry, and AI literacies to expose and counter the colonialingual ideologies sustaining native-speakerism, accentism, and linguistic racism within English language education and beyond. Ultimately, the volume demonstrates how minoritized communities resist, reclaim, and revitalize their languages and knowledge systems, and how programs and policies can be redesigned in accountable, pluriversal ways. It will appeal to scholars, researchers, practitioners, and postgraduate students in applied linguistics, TESOL, and language education engaged with urgent issues of linguistic and epistemic justice and decolonization.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students’ full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses—linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebùnlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies—that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.