Décoloniser l’internationalisation des centres d’écriture
stratégies réflexives pour un engagement éthique
DOI :
https://doi.org/10.25071/2818-2618.26Mots-clés :
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 StateRésumé
Cet article propose une lecture critique de l’internationalisation des centres d’écriture de style américain, analysée comme un vecteur de soft power néocolonial. S’appuyant sur la théorie décoloniale et la notion d’« empire cognitif », les auteur·e·s soutiennent que les collaborations transrégionales — notamment celles soutenues par le Département d’État des États-Unis — reproduisent souvent des formes d’impérialisme linguistique, épistémique et culturel sous couvert d’aide éducative. L’article examine comment les centres d’anglais sur objectifs universitaires (EAP) participent à l’épistémicide et à l’assimilation culturelle. Les auteur·e·s plaident pour des stratégies réflexives : conscience engagée, partenariats équitables, désobéissance épistémique et refus de financements néocoloniaux. Ils appellent à résister à la décolonisation performative en misant sur la responsabilité relationnelle et le changement structurel. En conclusion, l’article invite à réimaginer radicalement l’internationalisation des centres d’écriture, en centrant l’agency des communautés du Sud global et en remettant en cause les hiérarchies coloniales. Il contribue aux débats sur la décolonisation de l’enseignement supérieur et propose des pistes concrètes pour un engagement éthique dans les initiatives transnationales de centres d’écriture.
Note: Translation from English created by ChatGPT
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© Stevie Bell; Brian Hotson, Marci Prescott-Brown 2025
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