Translingual and Decolonial Approaches to Meaning Making
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Abstract
This article investigates and questions the hierarchy of linguistic and social dimensions that indexes the imperial legacies in the history of the United States in general. It mainly explores this hierarchy in composition and rhetoric in particular. This questioning seeks to override and undo the assumption that English is the only language for the creation of knowledge. Ellen Cashman, through a decolonial understanding of languages, not as objects of possession, but rather as immanent identities representing and epitomizing the existence of human beings, invites scholars and researchers for serious thinking on the development of methodological and educational possibilities for decolonizing knowledge translingualism. Inspired by Walter Mignolo's perspective on epistemic delinking from imperial modernity, Cushman seeks, through a decolonial translingual view of composition, rhetoric, scholarship and teaching that engages scholars and students in the construction of meaning in order to change disciplinary tenets, pedagogical methods, contents of knowledge fields and the rules governing them, to unsettle and disrupt the linguistic, semiotic , espistemic and social hierarchies, which are grounded in the imperial legacies of thought and action, which, in turn, reinforce, perpetuate and back up the establishment of the colonial matrix of power.
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HierarchyImperial legaciesEnglishMeaning makingTranslingual decolonial viewDecolonizing knowledgeDecolonizing being
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