They Almost Equal American Children”
Epistemic Exclusion and the Colonial Logic of Correct English in the American Imperial Imaginary
Bibliographic Data
| ID | 12762612 |
|---|---|
| Authors | Nicko Enrique L Manalastas (0000-0001-7778-7225, University of the Philippines Diliman, corresponding author) |
| Year | 2025 |
| Pages | 1-15 |
| Publication date | 2025-11-12 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2025.2580452 |
| OpenAlex | W4416150858 |
| Language | EN |
| References cited | 23 |
Colonialism · Inequality · Interrogation · Separate but equal · The Imaginary · Latin American and Latino Studies · Latin American history and culture · Multilingual Education and Policy
The Empire Writes Back
Inequalities of multilingualism
The coloniality of native speakerism
Gender Studies
Conceptualizing Epistemic Oppression
Colonialingualism
Communicative Utopias
History, language planners, and strategies of forgetting
Silence and silencing in the classroom
Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools
Empires, Exceptions, and Anglo-Saxons
Colonial Management, Collaborative Dissent
The politics of ‘p’ and ‘f’
Epistemicide, deficit language ideology, and (de)coloniality in language education policy
The mis-education of the Filipino
Race, Empire, and Epistemic Exclusion
| Citation velocity | historical |
|---|---|
| Highly cited | No |