Decolonizing Writing Centre Internationalization
Reflective Strategies for Ethical Engagement
DOI:
https://doi.org/10.25071/2818-2618.26Keywords:
writing centre internationalization, decolonization, neocolonialism, cognitive empire, epistemic disobedience, English for Academic Purposes (EAP), soft power, Global South, Higher Education, linguistic imperialism, U.S. Department of StateAbstract
This article critically examines the internationalization of US-style writing centres as a mechanism of neocolonial soft power. Drawing on decolonial theory and the concept of cognitive empire, the authors argue that transregional writing centre collaborations—particularly those supported by the U.S. Department of State—often perpetuate linguistic, epistemic, and cultural imperialism under the guise of educational development. Situating these initiatives within broader geopolitical and historical contexts, the article explores how English for Academic Purposes (EAP) centres function as instruments of epistemicide and cultural assimilation. The authors offer reflective strategies to support co-conspiratorial engagement by Global North scholars and institutions. These include strategies such as engaged awareness, equitable partnerships, epistemic disobedience, and strategic refusals of neocolonial funding. The article emphasizes the need to delink from Western epistemological dominance and resist performative decolonization by fostering relational accountability and structural change. Ultimately, the authors call for a radical reimagining of writing centre internationalization—one that centers the agency of Global South communities, challenges colonial hierarchies, and embraces the discomfort necessary for genuine transformation. This work contributes to on-going conversations about decolonization in higher education and offers practical guidance for scholars seeking to engage ethically in transnational writing centre initiatives.References
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