Decolonizing Raciolinguistic Ideologies in Institutions of Higher Learning

This article examines how raciolinguistic ideologies shape global higher education (HE), highlighting the intersection of language, race, and systemic inequalities. English often functions as a gatekeeper, privileging certain knowledge systems while marginalizing students and faculty from the Global South (Flores & Rosa, 2015; Pennycook, 2007). Structural inequities persist in faculty recruitment, international student selection, and academic publishing, reflecting colonial legacies and epistemic injustice (Canagarajah, 2013; Quijano, 2000). Racialized and linguistically marginalized students experience exclusion, microaggressions, and limited mobility, revealing contradictions between diversity rhetoric and institutional practices (Sekaja, 2022; Enslin, 2024). The study advocates decolonial and multilingual interventions, including translanguaging, inclusive curricula, and anti-racist pedagogy to promote raciolinguistic justice and expand academic capabilities (García & Wei, 2014; Mignolo, 2011; Sen, 1999). By integrating policy reform, institutional transformation, and pedagogical innovation, higher education can become a more equitable and globally inclusive space that values diverse ways of knowing.