PRAMOD SAH (THE EDUCATION UNIVERSITY OF HONG KONG )

RETHINKING ENGLISH-MEDIUM EDUCATION IN ASIA: A DECOLONIAL AND ANTI-RACIST APPROACH : EQUITY AND LEARNER DIVERSITY

In this critical and timely talk, we delve into the intrinsic implications of English-medium education (EME) in Asia, acknowledging the inherent fallacy of "neutrality" and recognizing that EME is often complicit in perpetuating—or even exacerbating—inequalities and systemic injustices. Addressing this, we underscore the urgent imperative for a decolonial and anti-racist overhaul of EME policies, programs, and pedagogies as advocated by Sah & Fang (2024), necessitating a profound re/evaluation of how educational institutions inadvertently perpetuate Western neo/colonial agendas through current EME practices. The presentation begins by unpacking the interlinkages between anti-racism and decolonization, particularly within the Global South context. We confront the embedded coloniality and racism in EME, scrutinizing the power dynamics and privileges that shape policies, instructional methodologies, and institutional structures. The session will critically assess how EME policies and programs can be reimagined from a Global South vantage point, aiming to secure epistemic justice and uphold racial and linguistic equity for the diverse tapestry of educators and learners in the region. To conclude, this presentation will offer a robust action plan to guide future research endeavors and pedagogical developments. It will articulate strategic pathways for fostering inclusive and multilingual EME environments that genuinely reflect the multiplicity of global perspectives and experiences. Join us in this pivotal conversation as we chart a course toward a more just and equitable EME landscape in Asia, one that celebrates diversity and champions inclusivity at every level of education.

Pramod K. Sah is an Assistant Professor of English Language Education at The Education University of Hong Kong. His primary scholarly focus is investigating how colonial and liberal ideologies and discourses in language and literacy policy and practices create socioemotional and educational disparities among diverse students.