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Decolonial theorists continue to argue for a de-linking from the uncontested onto-epistemic constructs of intercultural education pedagogy (IEP) in TESOL. In the Global South, intercultural education may remain largely amenable to Euro-Western culturalist/differentialist frameworks that often breed essentialism and ethnocentrism. This paper envisages decolonial intercultural education as a de-linking approach for decentring the intercultural models prescribed in the canonical textbooks and materials. Therefore, it critically engages with intercultural language teaching from a decolonial lens so as to unravel and challenge the colonial undertones that are often rendered invisible within the assigned IC materials in Moroccan MA program courses.
Benachour Saîdi (Thu,) studied this question.