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Abstract
Using a broad decolonial approach and taking the bilingual education field as reference, in this article I analyse the intersection of language ideology, education and social order in Mozambique. More, specifically, I combine transformative notions of "Linguistic Citizenship" and "spaces of otherwise" to uncover "coloniality of language" in education and in other fields, and to understand how spaces of possibility are being created and maintained. The combination of these notions allows us to understand the politics of language in diverse multilingual contexts and how alternative modes of languaging, thinking and being may emerge and endure over time or be silenced. I argue that, in addition to the current "enabling" legislative and policy framework in Mozambique, there is a need to transform institutional structures as well as the positionality of the vulnerable and marginalised citizens, as these are necessary conditions for fostering "diversity of voice" and "mutuality and reciprocity" of engagement across difference. In this regard, I discuss how agency and transformation within bilingual education have the potential to trigger ethical transformations in other societal fields.

Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context. Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citi-zenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizen-ship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained. Findings: This article may contribute to uncover language related social injustices, often associated with the persisting colonial matrix of power, and also to promote decolonial, more pluralist and inclusive forms of citizenship education in Mozambique and elsewhere.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- List of figures -- List of tables -- List of contributors -- Preface -- Acknowledgements -- 1. Introduction -- SECTION I: Assessment -- 2. Heteroglossic, multimodal classroom discourses and monolingual, monomodal assessment in Namibian primary science teaching: A case study -- 3. Legitimising fluid multilingual practices: A challenge for formal education worldwide -- 4. Vignette: Using flexible bilingual academic content assessments in the United States: Lessons learned -- 5. Assessment considerations for multilingual students in an English-medium environment: The PUMI decision-making process and translanguaging -- 6. Vignette: The role of home language in supporting adolescent girls' learning in rural Zimbabwe -- SECTION II: Attitudes and community initiatives -- 7. Ideologies of English and language of instruction in Ghana: Educator perceptions and pressures -- 8. Language of instruction attitudes in rural Tanzania: Parental discourses and valued linguistic capabilities -- 9. Vignette: Community initiatives for the use of Maa in education in Kenya -- 10. Community perspectives on the introduction of mother tongue-based bilingual education in Obolo, Nigeria -- 11. Challenges for Gambian primary schools aiming to enhance literacy through the use of national languages -- SECTION III: Policy: Factors in development and implementation -- 12. Vignette: "But exams are not given in Ngoni": The place of local languages in Tanzania's primary education -- 13. Vignette: Language-in-education policy and STEM teaching and learning in Tanzanian schools -- 14. EMI policy in practice: Multilingual mathematics lessons in a government secondary school in rural Rwanda -- 15. Vignette: Sheng as a valuable linguistic resource in education in Kenya.