Acceso usuarios
Malasia
This study investigates the enduring influence of British colonial education policies on contemporary schooling systems in Pakistan and Malaysia, with a focus on language policy and postcolonial identity. Drawing on the theoretical frameworks of Antonio Gramsci, Paulo Freire, and Ngũgĩ wa Thiong’o, the paper explores how colonial legacies have entrenched linguistic hierarchies and sustained social inequalities. English continues to dominate as the language of instruction in elite institutions and digital education platforms, reinforcing class divisions and marginalizing indigenous languages. A key contribution of this study lies in its critical analysis of how digital education—often viewed as a democratizing tool—reproduces colonial language ideologies and epistemic hierarchies. The research employs qualitative methods, including policy analysis and thematic review of educational frameworks, to examine how digital platforms in both countries privilege English-medium instruction, disadvantaging non-elite learners and reinforcing linguistic imperialism. The paper argues for a more equitable and decolonial approach to language-in-education policy by proposing reforms such as multilingual digital platforms, translanguaging pedagogy, and the integration of indigenous knowledge systems into curricula. These recommendations aim to support culturally responsive and socially inclusive education systems in postcolonial contexts. The findings contribute to critical language policy discourse by highlighting the intersection between colonial legacies, language ideology, and digital education in shaping access and identity.
