CTI supports work that is commonly referred to as decolonisation, often understood as the process in which we rethink, reframe and reconstruct curricula, research, values and ways we practise, that preserve the imbalance from use of Minority World/High Income Countries (HICs) colonial lens. We endeavour to try and ensure the voices of people with speech, language, communication and swallowing needs, their families, communities and those in our profession across the globe, are heard, represented and respected. In support of this, we continually strive to understand the cultural, linguistic, religious, financial and political differences, and research biases that have affected, and still affect the SLT profession, those we serve and with whom we collaborate.
Examples of colonisation that affect SLT practice include:
- Lack of recognition that multilingualism is more common than monolingualism globally – resulting in a lack of relevant research and SLT evidence base for and with multilingual people.
- SLTs lack of historical knowledge of colonial ‘suppression of linguistic pluralism and indigenous linguistic genocide’. (Nair & Brea-Spahn 2022).
- Most assessments and interventions are based on monolingual populations, often from white, middle-class, English-speaking backgrounds. Historically, this sometimes resulted in Black children in the UK being classed as ‘educationally subnormal’ in the 1960- 1970s due to linguistic differences and this bias continues today. (Nair & Brea-Spahn 2022).
- ‘Adultification’ of black children, leading to unrealistic expectations and failure adequately to safeguard them.
- Interventions designed without routine inclusion of families and communities or adequate consideration of appropriate cultural content.
- Eye contact norms in some non–European communities, may be misunderstood in the UK, with children from such communities described as having ‘poor eye contact’, being autistic, not attending/listening or impolite.
- Over-reliance on a medical model of health and limited appreciation of cultural variation in views of health, wellness (McLellan et al., 2014) and compliance.
- An assumption that SLT education in Low and Middle-Income/ Majority World Countries is substandard compared with High Income/ Minority World Countries’ education, resulting in lack of parity in the mutual recognition of qualifications. For example, SLTs trained in Low and Middle Income/ Majority World Countries are unable to automatically have their qualifications recognised in with High Income/ Minority World Countries, while those trained in with High Income/ Minority World Countries may assume that they can automatically volunteer/work in Low and Middle Income/ Majority World Countries.
- The effects of colonisation and neocolonialism continue to affect LMIC funding for healthcare (see for example Pillay and Kathard, 2018).
- Effects of colonisation on the university education of SLTs, with the majority of SLT educators/academics being white women. (Nair & Brea-Spahn, 2022). For further reading visit this special edition of Disability and the Global South https://dgsjournal.org/vol-5-no-2/
A few examples of attempts to decolonise aspects of SLT practice:
- Culturally sensitive SLTs in the UK working with multilingual and culturally diverse communities, actively minimising power imbalances, so that clients/families feel comfortable, safe and able to have open conversations with their SLT. This includes developing appropriate resources together with families and communities.
- Collaborative international research: Low and Middle Income/ Majority World Countries SLTs initiate the research topic and work within their local communities; HIC researchers support with technical aspects, funding and mentoring.
‘Colonization is not merely an “historical event.” The term “decolonization” hence refers to the process of challenging and reconfiguring paradigms, rules, and systems that continue to create asymmetries. In the case of health, such systems include diagnostic frameworks and services that reinforce inequities and misalignment between indigenous and non-indigenous views of health and wellness as well as access to appropriate services.’ (Penn et al 2017)
‘Changing reading lists, introducing mentoring schemes, increasing diversity on programmes and all other possible, but nonetheless discrete actions, are important. But these problems need to be approached as symptoms—surface characteristics—of a far more extensive set of underlying structural problems, given the impact of racism (and intersections with classism, sexism, ableism, heterosexism and other forms of oppression) within and upon our profession.’ (Pillay 2023).
‘Decolonizing speech and language therapy is like weaving a vibrant kanga fabric- each thread representing a diverse language and culture, coming together to create a beautiful tapestry of communication. Decolonizing speech and language therapy is not just about redefining words: it’s about reclaiming voices silenced by the echoes of colonization. Let our therapeutic symphony be composed in the rich melodies of diverse languages, breaking free from the chains of linguistic imperialism. In the rhythm of decolonization, we find the true cadence of healing, as we unravel the knots woven by history and restore the harmony of individual expression. As speech therapists, let our words be the compass guiding our clients to rediscover their unique narratives, liberated from the shadows of a colonial past’. Wambui Mbugua, SLT student and Special Needs Teacher, Kenya
Abrahams, K., Kathard, H., Pillay, M. & Harty, M. (2019), ‘Inequity and the Professionalisation of Speech-Language Pathology’, Professions and Professionalism, Vol. 9, no. 2.
Nair, V., Brea-Spahn, M. (2022) Reimagining Social Justice in Speech and Language Therapy. Available at: https://research.reading.ac.uk/research-blog/reimagining-social-justice-in-speech-and-language-therapy/ Accessed 11/7/24
Penn, C., E., Armstrong, E., Brewer, K., Purves, B., McAllister, M., Hersh, D., Godecke, E., Ciccone, N., Lewis, A. (2017) ‘Decolonising Speech Language Pathology Practise in Acquired Neurogenic Disorders. Perspectives of the ASHA Special Interest Groups, Vol 2, 2, pp 91-99
Pillay, M. (2013) ‘Can the subaltern speak? Visibility of international migrants with communication and swallowing disabilities in the World Report on Disability’, International Journal of Speech-Language Pathology, 15:1, 79-83.
Pillay, M., Kathard, H. (2018) ‘Renewing Our Cultural Borderlands Equitable Population Innovations for Communication (EPIC)’. Top Lang Disorders Vol. 38, No. 2, pp. 143–160.
Pillay, M. and H. Kathard (2018). ‘Audiology and Speech-Language Pathology: Practitioners’ Reflections on Indigeneity, Disability and Neo-Colonial Marketing’. Disability and the Global South 5: 1365-1384.
Pillay, M., Kathard, H., Hansjee, D., Smith, C., Spencer, S., Suphi, A., Tempest, A. & Thiel, L. (2024), ‘Decoloniality and healthcare higher education: Critical conversations’, International Journal of Language & Communication Disorders. Vol. 59, No. 3, pp. 1243-1252.
Pillay, M., Quigan., E. & Kathard, H. (2023). “Questions of suitability: The Sustainable Development Goals.” International Journal of Speech-Language Pathology. Vol 25, No 1, pp162-166.
Staley, B., Fernandes, M., Hickey, E., Barrett, H., Wylie, K., Marshall, J., et al. (2022) Stitching a new garment: Considering the future of the speech–language therapy profession globally. South African Journal of Communication Disorders. Vol 69, No 1 (2022) DO – 10.4102/sajcd.v69i1.932 2022. https://sajcd.org.za/index.php/sajcd/article/view/932
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