What does English signify at the intersection of promise and power in higher education internationalization?

This book critically examines the dominance of English in global education imaginaries by tracing how it operates as both a vehicle of opportunity and a site of epistemic hierarchy, particularly in Türkiye. Through plurilingual pedagogies and decolonial critiques, it offers alternative imaginaries that resist linguistic hegemony.

To theorize internationalization otherwise, we must interrogate the linguistic hierarchies it too often leaves unquestioned.