Decolonising Spanish languaging practices: A critical autoethnographic, com-post approach


Over the past 30 years, shifts in language-in-education policies in Australia have effectively resulted in the marginalisation and exclusion of  world languages education in favour of English-for-all literacy. These policy shifts, have, in turn, been simultaneously propelled and maintained by a pervasive monolingual mindset, the increasing inequity of access to world languages education across sectors and the insidious colonial legacies that support language purism and native-speakerism in languages education. The impact of these issues can be clearly observed at the level of post-compulsory studies where the nearly permanent state of crisis in Australian university languages education is currently exacerbated by institutions’ neoliberal alignment with traditional, Western-centric curriculum content and teaching practices.

Given my standpoint as a non-native speaker of Spanish and my journey from learner to teacher of the language, I question the ethico-onto-epistemological implications of learning/teaching/researching Spanish as a world language from a decolonial and com-post perspective. Using critical authoethnography as method(ology), this research seeks to learn from/with colleagues involved in Spanish languaging in universities in the United States through testimonios, a Latin American Indigenous method. This research seeks to understand how academics in Latin American departments embody decoloniality as a more ethico-onto-epistemological approach to Spanish languaging in ways that might inform the Australian context.


Principal: Associate Professor Elizabeth Mackinlay (School of Education, University of Queensland)

Associate: Dr. Adriana Diaz (School of Languages and Cultures, University of Queensland)

Associate: Dr. Carlos Rivera-Santana (Hunter College, New York City University)


Chair: Associate Professor Ravinder Sidhu (School of Education, University of Queensland)

Dr Sol Rojas-Lizana

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The Confirmation Seminar is the first public presentation in the UQ milestone process.

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