Hamza R’boul
Datos Biográficos
| ID | 762749 |
|---|---|
| NOMBRE | Hamza R’boul |
| NOMBRES | Hamza |
| APELLIDO | R’boul |
| FIRMA | R’BOUL H |
| AFILIACIONES | Education University of Hong Kong |
| ORCID | 0000-0003-4398-7573 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAS | 49 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
University as a Knowscape for Epistemic Emancipation
Epistemic emancipation refers to the erosion of any interference that obstructs subjects' ability to produce, gain and negotiate knowledge. This article argues that epistemic emancipation does not fundamentally and solely proceed from the spatial and temporal presence of alternative epistemologies as an end in itself, nor does it presuppose a complete delinking from the dominant epistemes to reaffirm the originality and non‐derivativeness of Sout…
Introducing decolonial epistemic emotions
This article introduces the framework of “Decolonial Epistemic Emotions” (DEE), which refers to affective responses that are colonially critical, delinking-motivated, power-literate, and resistant to epistemic hierarchies, arising from and/or promoting a commitment to delinking from colonial logics in the production, dissemination, circulation, and consumption of knowledge. Drawing on in-depth interviews with 20 Moroccan graduate instructors who …
The chronopolitics of EMI
Introducing multiepistemicism as a general framework for epistemic relations
This article introduces ‘Multiepistemicism’, theorising it as the condition and process whereby multiple epistemologies, which are simultaneously negotiated, entangled, contested, silenced, fragmented, disrupted, affirmed, and rearticulated, coexist and dynamically interweave, shaping conceptualisation, analysis, interpretation, and expression across different levels of social organization, from individual cognition to institutional structures, a…
Decolonial liminality theory
This article introduces ‘decolonial liminality theory’ as a framework for analyzing a constitutive problematic of decolonial literatures and action, with a specific focus on applied linguistics. The theory conceptualizes epistemological destabilization, ambivalence, dissonance, and ambiguity manifested in decolonial discourses and praxis, and delineates the fluid oscillation across shifting boundaries and margins of the (de)colonial, (un)critical…
Interculturality for interfaith dialogue in education
Islamic Emancipation as alternative Maarifa in education
Decolonial scholars endeavour to evade the construction of another singularity by rejecting the allure to universalise a single definition of decoloniality and difference, which may claim narratives and praxis that would liberate all peoples but would re-enact other forms of irreflexive violence. For this rationale, we draw on our loci of enunciation to argue for ‘Islamic Emancipation’ as a decentring ‘Maarifa’ that resonates with the logics of a…
Attempts at including, mediating and creating ‘new’ knowledges
In recent years, there have been multiple endeavours at unsettling the dominance of western voices in knowledge production, consumption and dissemination in language and intercultural communication education and research. Including, mediating and creating ‘new’ knowledges about interculturality are epistemic acts that may sustain and exercise decoloniality and decentering through (potential) dialogues with e.g., the Global South. However, these a…
Against epistemological theft and appropriation in applied linguistics research
Intercultivism and alternative knowledges in intercultural education
This paper problematises the activist underpinnings of intercultural education. It draws on the recent ‘critical’ works that have unravelled how interculturality is anchored in hierarchical relations within knowledge which reseat the Western conceptions of ‘intercultural’, ‘criticality’ and ‘epistemology’ at the front. The premise of this paper is that decolonial rationales and impulses are constitutive epistemological logics in theorising and do…
The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco
This paper argues that The National Coordination of Forcibly Contracted Teachers (NCFCT) ‘التنسيقية الوطنية للأساتذة الذين فرض عليهم التعاقد’ is a social justice movement that goes beyond the demands for better employment benefits and educational justice through schools that communities deserve to resisting philosophies that make use of their ‘relegated’ status as an example of injustices and hierarchies in Morocco. To capture educators’ organisi…
Domesticated decoloniality
This article introduces “domesticated decoloniality”, which refers to the process through which radical, material and explicit critiques of colonial structures, systems and logics are diluted into sanitised, apolitical, ahistorical, convenient and non-confrontational discourses and frameworks aligned with neoliberal academia, state agendas and institutional policies, not threatening group/personal interests of the supposed beneficiaries of (de)co…
International English language schools in the Global South(s)
‘Cosmopolitan nationalism’ may be employed by international English language schools (IELS) as an ideology to create representations that simultaneously account for local/national agendas and support cosmopolitan understandings and practices. A fundamental factor for IELS’ popularity is their ability to mobilize themselves within students’ and parents’ minds as a means for transcending the national/local to reflect the international, the global a…
EMI in Moroccan high schools
The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epistemic challenges in navigating EMI through alternative lenses, aiming to complexify the discussion of EMI among young individuals who are engaged in linguistically mixed practices. This study seeks to bring different levels of onto-linguistic convolution…
Alternative knowledges in intercultural education and educators as epistemic subjects
Transnational student activism
Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)
This article introduces the theory of 'Parallax language planning and policy' which refers to the processes and the outcomes of reconciling various political and ideological variances by incorporating the fragments of different progressive discourses into synthetic language planning and policy. 'Parallax' captures the 'changing' nature of our interpretations of a phenomenon within a particular language planning and policy depending on our politic…
English as a subtle technology of distraction in postcolonial contexts
This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term 'English as a subtle technology of policy distraction' in postcolonial spheres that were colonised by languages other than English. 'English as a subtle technology of policy distraction' is conceptualised and operationalised as a theoretical and analytical framework through which current issues…
English language policy distraction
English medium instruction in Moroccan universities
In an era of internationalisation and globalisation, many institutional and national governments’ higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global Sout…
Islamic Ethics As Alternative Epistemology In Intercultural Education
This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews wit…
Colonizability and Hermeneutical Injustice in Applied Linguistics Research
The field of applied linguistics is a remarkable case of deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language (the ascendency of English as both a topic of research and academic lingua franca). The dominance of the Anglo-sphere through epistemology and language in applied linguistics renders the process of decolonization even more problematic than in other fields, for the only available tools to decoloniz…
Unravelling intercultural communication education in the periphery
Critical discourses in intercultural communication (IC) scholarship continue to foreground the postcolonial malaise of Southern spaces. Intercultural communication education (ICE) may encounter some pedagogical challenges in its endeavour to reflect the complexity and depth of the discipline and its recent critical turn. This paper seeks to unravel the transformations and the emerging discourses accompanying the ‘critical turn’ in ICE. The ration…
South-South acculturation
Neo‐Nationalism and Politicizing Tesol
Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that…
North/South imbalances in intercultural communication education
Western-centric perceptions of knowledge, behaviors and communication are more dominant and often obscure underrepresented non-western communities. This renders the mission of intercultural communication education (ICE) necessarily encompassing the reconsideration of these hierarchies and differentialisms. This article argues that by de-westernizing ICE, there could be a valid scope for establishing reconciliation between western and non-western …
Postcolonial interventions in intercultural communication knowledge
The dominant “Western” episteme in intercultural communication knowledge exemplifies the ascendancies and silences produced by modern science that grants credibility to northern “regimes of truth”. This paper makes a case for meta-intercultural ontologies as a frame of reference that is informed by the principles of post-colonial theory and intercultural philosophy. This orientation is underpinned by 1) the reconsideration of intercultural commun…
Epistemological plurality in intercultural communication knowledge
Intercultural communication is one of the primary fields that can deconstruct and unsettle historical and contemporary power structures. However, the demands for decolonizing the field warrant thoughtful and self-critical appraisal of how interculturality theory may fail to fulfill its inherent premises, e.g. equality, the problematization of international relations, reconciliation among cultures and ensuring the smooth functioning of intercultur…
English medium instruction in Moroccan universities
In an era of internationalisation and globalisation, many institutional and national governments’ higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global Sout…
Intercultivism and alternative knowledges in intercultural education
This paper problematises the activist underpinnings of intercultural education. It draws on the recent ‘critical’ works that have unravelled how interculturality is anchored in hierarchical relations within knowledge which reseat the Western conceptions of ‘intercultural’, ‘criticality’ and ‘epistemology’ at the front. The premise of this paper is that decolonial rationales and impulses are constitutive epistemological logics in theorising and do…
English as a subtle technology of distraction in postcolonial contexts
This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term 'English as a subtle technology of policy distraction' in postcolonial spheres that were colonised by languages other than English. 'English as a subtle technology of policy distraction' is conceptualised and operationalised as a theoretical and analytical framework through which current issues…
Unravelling intercultural communication education in the periphery
Critical discourses in intercultural communication (IC) scholarship continue to foreground the postcolonial malaise of Southern spaces. Intercultural communication education (ICE) may encounter some pedagogical challenges in its endeavour to reflect the complexity and depth of the discipline and its recent critical turn. This paper seeks to unravel the transformations and the emerging discourses accompanying the ‘critical turn’ in ICE. The ration…
Researching the intercultural
Accounting for the complexity of intercultural interactions in highly multicultural-fluid times requires re-imagining of (a) the fundamental constructs that have shaped our perceptions of interculturality and (b) the factors that contribute to smooth functioning in intercultural situations. Researchers' epistemological and methodological positioning can strongly influence the range of findings and interpretations; thus, examining the theoretical …
Alternative theorizing of multicultural education
Purpose This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extens…
South-South acculturation
Re-imagining intercultural communication dynamics in Tesol
Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity …
International English language schools in the Global South(s)
‘Cosmopolitan nationalism’ may be employed by international English language schools (IELS) as an ideology to create representations that simultaneously account for local/national agendas and support cosmopolitan understandings and practices. A fundamental factor for IELS’ popularity is their ability to mobilize themselves within students’ and parents’ minds as a means for transcending the national/local to reflect the international, the global a…
Neo‐Nationalism and Politicizing Tesol
Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that…
Communicating creativities
Lingering legacies of colonialism continue to disrupt the postcolonial condition of Southern spaces including their ontologies, knowledges and creativities. The interdependence of modernity and coloniality further constructs a complex array of overlapping systems of exclusion and marginalisation. In particular, the parameters of the coloniality of power, knowledge and being influence how artistic expressions and creativities are unequally appreci…
Re-imagining intercultural communication dynamics in Tesol
Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity …
Postcolonial interventions in intercultural communication knowledge
The dominant “Western” episteme in intercultural communication knowledge exemplifies the ascendancies and silences produced by modern science that grants credibility to northern “regimes of truth”. This paper makes a case for meta-intercultural ontologies as a frame of reference that is informed by the principles of post-colonial theory and intercultural philosophy. This orientation is underpinned by 1) the reconsideration of intercultural commun…
Alternative theorizing of multicultural education
Purpose This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extens…
North/South imbalances in intercultural communication education
Western-centric perceptions of knowledge, behaviors and communication are more dominant and often obscure underrepresented non-western communities. This renders the mission of intercultural communication education (ICE) necessarily encompassing the reconsideration of these hierarchies and differentialisms. This article argues that by de-westernizing ICE, there could be a valid scope for establishing reconciliation between western and non-western …
The spread of English in Morocco
Morocco is a multilingual country where the official languages, as indicated in the constitution of 2011, are standard Arabic and Tamazight, while French is the nation's second language, pervading sectors of business, administration, diplomacy and higher education. English and Spanish are used as foreign languages in many contexts for different purposes and tasks (Ennaji, 2009). Unlike French and Spanish, whose presence in the Moroccan linguistic…
Epistemological plurality in intercultural communication knowledge
Intercultural communication is one of the primary fields that can deconstruct and unsettle historical and contemporary power structures. However, the demands for decolonizing the field warrant thoughtful and self-critical appraisal of how interculturality theory may fail to fulfill its inherent premises, e.g. equality, the problematization of international relations, reconciliation among cultures and ensuring the smooth functioning of intercultur…
Communicating creativities
Lingering legacies of colonialism continue to disrupt the postcolonial condition of Southern spaces including their ontologies, knowledges and creativities. The interdependence of modernity and coloniality further constructs a complex array of overlapping systems of exclusion and marginalisation. In particular, the parameters of the coloniality of power, knowledge and being influence how artistic expressions and creativities are unequally appreci…
Researching the intercultural
Accounting for the complexity of intercultural interactions in highly multicultural-fluid times requires re-imagining of (a) the fundamental constructs that have shaped our perceptions of interculturality and (b) the factors that contribute to smooth functioning in intercultural situations. Researchers' epistemological and methodological positioning can strongly influence the range of findings and interpretations; thus, examining the theoretical …
Colonizability and Hermeneutical Injustice in Applied Linguistics Research
The field of applied linguistics is a remarkable case of deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language (the ascendency of English as both a topic of research and academic lingua franca). The dominance of the Anglo-sphere through epistemology and language in applied linguistics renders the process of decolonization even more problematic than in other fields, for the only available tools to decoloniz…
Unravelling intercultural communication education in the periphery
Critical discourses in intercultural communication (IC) scholarship continue to foreground the postcolonial malaise of Southern spaces. Intercultural communication education (ICE) may encounter some pedagogical challenges in its endeavour to reflect the complexity and depth of the discipline and its recent critical turn. This paper seeks to unravel the transformations and the emerging discourses accompanying the ‘critical turn’ in ICE. The ration…
South-South acculturation
Neo‐Nationalism and Politicizing Tesol
Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that…
EMI in Moroccan high schools
The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epistemic challenges in navigating EMI through alternative lenses, aiming to complexify the discussion of EMI among young individuals who are engaged in linguistically mixed practices. This study seeks to bring different levels of onto-linguistic convolution…
Alternative knowledges in intercultural education and educators as epistemic subjects
Transnational student activism
Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)
This article introduces the theory of 'Parallax language planning and policy' which refers to the processes and the outcomes of reconciling various political and ideological variances by incorporating the fragments of different progressive discourses into synthetic language planning and policy. 'Parallax' captures the 'changing' nature of our interpretations of a phenomenon within a particular language planning and policy depending on our politic…
English as a subtle technology of distraction in postcolonial contexts
This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term 'English as a subtle technology of policy distraction' in postcolonial spheres that were colonised by languages other than English. 'English as a subtle technology of policy distraction' is conceptualised and operationalised as a theoretical and analytical framework through which current issues…
English language policy distraction
English medium instruction in Moroccan universities
In an era of internationalisation and globalisation, many institutional and national governments’ higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global Sout…
Islamic Ethics As Alternative Epistemology In Intercultural Education
This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews wit…
Islamic Emancipation as alternative Maarifa in education
Decolonial scholars endeavour to evade the construction of another singularity by rejecting the allure to universalise a single definition of decoloniality and difference, which may claim narratives and praxis that would liberate all peoples but would re-enact other forms of irreflexive violence. For this rationale, we draw on our loci of enunciation to argue for ‘Islamic Emancipation’ as a decentring ‘Maarifa’ that resonates with the logics of a…
Attempts at including, mediating and creating ‘new’ knowledges
In recent years, there have been multiple endeavours at unsettling the dominance of western voices in knowledge production, consumption and dissemination in language and intercultural communication education and research. Including, mediating and creating ‘new’ knowledges about interculturality are epistemic acts that may sustain and exercise decoloniality and decentering through (potential) dialogues with e.g., the Global South. However, these a…
Against epistemological theft and appropriation in applied linguistics research
Intercultivism and alternative knowledges in intercultural education
This paper problematises the activist underpinnings of intercultural education. It draws on the recent ‘critical’ works that have unravelled how interculturality is anchored in hierarchical relations within knowledge which reseat the Western conceptions of ‘intercultural’, ‘criticality’ and ‘epistemology’ at the front. The premise of this paper is that decolonial rationales and impulses are constitutive epistemological logics in theorising and do…
The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco
This paper argues that The National Coordination of Forcibly Contracted Teachers (NCFCT) ‘التنسيقية الوطنية للأساتذة الذين فرض عليهم التعاقد’ is a social justice movement that goes beyond the demands for better employment benefits and educational justice through schools that communities deserve to resisting philosophies that make use of their ‘relegated’ status as an example of injustices and hierarchies in Morocco. To capture educators’ organisi…
Sociology (25 obras) · Political science (19 obras) · Law (17 obras) · Multilingual Education and Policy (15 obras) · Pedagogy (15 obras) · Philosophy (15 obras) · Epistemology (13 obras) · Global Education and Multiculturalism (12 obras) · Politics (12 obras) · Linguistics (11 obras)