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143095 KU Decolonising Multilingualism (2025S)

Continuous assessment of course work

Details

max. 12 participants
Language: English

Lecturers

    Classes (iCal) - next class is marked with N

    • Wednesday 19.03. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 26.03. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 02.04. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 09.04. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 30.04. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 07.05. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 14.05. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 21.05. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 28.05. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 04.06. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 11.06. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 18.06. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12
    • Wednesday 25.06. 15:00 - 17:00 Inst. f. Afrikawissenschaften, Seminarraum 3 UniCampus Hof 5 2M-O1-12

    Information

    Aims, contents and method of the course

    In 2019, Alison Phipps published a slim 102-page work (Decolonising Mulitlingualism - Struggles to Decree). Like many before her, Phipps deals with language policy issues in (post-)colonialism, but ventures into a different terrain. She uses self-reflexive auto-ethnographic narratives, poems and some theoretical arguments to focus the lens of enquiry on the historically colonised subject. She asks: How can one decolonise when one speaks far too many colonial languages? She answers this question in three parts. In Part 1, the author takes her experience of treatment for an injury she sustained while travelling in Ghana as a starting point for decolonising certain forms of knowledge. Part 2 explores the politics of linguistic vulnerability and offers reflections on the author's experience of painting herself with henna and dressing in blen clothing. In Part 3, the author reflects on her experiences of learning te reo, the Maori language. The author uses her own experiences as a professor, refugee advocate and holder of the UNESCO Chair on Refugee Integration to position herself as a non-speaker of the languages of refugees, asylum seekers and communities she has come into contact with.

    She argues that not knowing a language is a way of breaking through language hierarchies, decentring the historically colonial subject, deconstructing the world imposed on it by the languages it possesses and is possessed by, and bringing about a general ‘ontological deconstruction’ of colonial ways of being.

    In this course, we will bring Phipp's arguments into dialogue with authors who have written on issues around postcoloniality and language in African Studies.

    Possible reading for discussion:
    Anchimbe, Eric; Mforteh Stephen A. Postcolonial linguistic voices: identity choices and representations. Boston: De Gruyter Mouton.
    Britton, Celia. 1999. Edouard Glissant and postcolonial theory: strategies of language and resistance. Charlottesville: University Press of Virginia.
    Ndhlovu, Finex; Makalela, Leketi. 2021. Decolonising Multilingualism in Africa: Recentering Silenced Voices from the Global South. Bristol: Channel View Publications.

    Assessment and permitted materials

    Regular attendance and participation in discussions and group work (including online coursework) (30%)
    Oral presentation/ acting as expert (20%)

    Minimum requirements and assessment criteria

    Students must fulfil and pass each of the 3 course requirements (regular attendance and participation, oral presentation, written version of oral presentation) and score at least 60 points altogether in order to pass this course.

    Grading scale:
    1: 100-90 points
    2: 89-80 points
    3: 79-70 points
    4: 69-60 points
    5: 59-0 points
    The course requirements will be discussed in detail during the first session.

    Examination topics

    This is an interactive course with continuous assessment ("prüfungsimmanente Lehrveranstaltung").
    Students are expected to read all set texts and actively participate in class throughout the semester as well as hand in tasks and assignments on time. Each individual task must be positive in order to pass this course.

    Reading list

    Anchimbe, Eric; Mforteh Stephen A. Postcolonial linguistic voices: identity choices and representations. Boston: De Gruyter Mouton.
    Britton, Celia. 1999. Edouard Glissant and postcolonial theory: strategies of language and resistance. Charlottesville: University Press of Virginia.
    Ndhlovu, Finex; Makalela, Leketi. 2021. Decolonising Multilingualism in Africa: Recentering Silenced Voices from the Global South. Bristol: Channel View Publications.
    Phipps, Alison. 2019. Decolonising Multilingualism: Struggles to Decreate, Bristol, Blue Ridge Summit: Multilingual Matters.

    Association in the course directory

    SAS.KU 1, SAS.KU 2, SAL.KU 1, SAL.KU 2

    Last modified: Fr 10.01.2025 00:01