Revisiting Linguistic Imperialism: A Postcolonial Critique of RELO Programs as Mechanisms of Epistemic Injustice and Neo-Colonial American Hegemony in Pakistan

Abstract

This study critically examines the role of Regional English Language Office (RELO) programs in Pakistan through the lens of Epistemic Injustice Theory, proposed by Miranda Fricker (2007). Positioned within a postcolonial theoretical framework, the research interrogates how RELO initiatives, under the guise of linguistic development, contribute to epistemic injustice by marginalizing indigenous knowledge systems and reinforcing Western epistemological dominance. These programs claim to empower local educators and learners by enhancing English language proficiency; however, they often function as instruments of soft power, limiting Indigenous agencies in knowledge production and educational policymaking. By critically engaging with firsthand accounts of educators involved in RELO programs, this research unveils the neo-colonial structures embedded within these initiatives, which sustain Western hegemonic influence in Pakistan's educational sphere. The findings highlight the urgent need for a decolonial re-evaluation of language education policies to rectify epistemic injustice and ensure the recognition of local knowledge systems. The study underscores the impact of RELO programs on national identity, pedagogical self-reliance, and the autonomy of indigenous epistemologies, advocating for language policies that promote local agency over Western-centric dominance.