Anglocentrism in the Academy: On Linguistic Privilege, Mastery and Hoito


  • Riikka Hohti
  • Sarah E. Truman



In this paper, we discuss the tacit agreement to use English as lingua franca in global academia. Our interest is in how Anglocentrism manifests within academic practices – seminars, conferences, and academic publishing – all of which are marked by neoliberal assumptions of mastery, quality, and efficacy. Drawing on autobiographical narratives, social media conversations, and literature, as well as recent discussions on conferencing and peer review practices, we analyse how historically shaped linguistic privilege and linguistic divides continue to be lived at the level of the body, affects and affective atmospheres. Language is not just language, rather, seemingly practical decisions about language always involve the aspects of material labour, time, money, and careers: they shape researcher subjectivities and entire domains of scientific knowledge. However, we also highlight the potentials nested in the emergence of minor language and the deterritorialising forces of humor. Articulating the speculative lines of what if, we propose more care-full academic linguistic practices.


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How to Cite

Hohti, R., & Truman, S. E. (2021). Anglocentrism in the Academy: On Linguistic Privilege, Mastery and Hoito. Reconceptualizing Educational Research Methodology, 12(2).




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