NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811789
Record Type: Journal
Publication Date: 2008-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1474-8460
Disempowering and Dislocating: How Learners from Diverse Cultures Read the Role of the English Language in UK Higher Education
Welikala, Thushari
London Review of Education, v6 n2 p159-169 Jul 2008
This paper explores how the English language privileges and empowers certain epistemologies and ontologies in international higher education in the UK. The author discusses how the English language is used to construct assumptions and practices to legitimise particular ways of constructing knowledge. The main argument is that language provides a lead in silencing and marginalising alternative forms of coming to know within diverse cultures, thus creating feelings of disempowerment and dislocation for some learners. The paper highlights how learners from different cultures make sense of the role of language within the context of UK higher education, in terms of power, cultural politics and intellectual hegemony. It also suggests that ontological and epistemological stances are socially and culturally constructed, albeit reduced to linguistic constructions within UK university contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom