ABSTRACT
This chapter examines the nature and structure of the knowledge spaces of language and linguistic programs in a Sudanese university context. The chapter scrutinizes the extent to which colonial epistemologies shape, and have shaped, knowledge spaces in Sudanese universities. The chapter also aims to explore the relevance and adequacy of integrationism and critical perspectives in the process of demythologizing (and/or decolonizing) linguistic epistemology in Sudanese higher education. The authors situate their analysis within the prism of integrationism, and the wider framework of Southern epistemologies and epistemological critique.
