Silvana M. Hasan, Like Raskova Octaberliana, Sulaeman Sulaeman, Kartini Kartini, Andi Asrifan, Selvi Panggua, Yusmah Yusmah
This chapter examines language education's historical and current power relations to discuss decolonizing language learning. It shows how colonial histories have forced underprivileged groups to speak English, eroding their linguistic and cultural identity. The chapter challenges linguistic hierarchies to promote social justice and linguistic variety in language education. Critical Language Pedagogy examines how language training reinforces or challenges social inequality. Creating a more fair language education system requires including indigenous languages and knowledge systems, tackling linguistic hegemony, and developing alternative evaluation methodologies. It requires a future-focused approach that prioritizes social justice, equity, and undoing colonial legacies in language learning. © 2025, IGI Global Scientific Publishing. All rights reserved.
Universitas Gorontalo, Indonesia; UIN Maulana Malik Ibrahim, Indonesia; Universitas Muhammadiyah Makassar, Indonesia; Universitas Negeri Makassar, Indonesia; Universitas Kristen Indonesia, Toraja, Indonesia; Universitas Muhammadiyah Sidenreng, Rappang, Indonesia
