Critical stances towards English Medium Instruction (EMI), and to a lesser extent the similar use of French, Portuguese and Spanish Medium Instruction in former colonies of European states, have been growing since ‘independence’ in the 1960s. This discussion contextualises ‘Southern’ critiques of EMI within early decolonial debates, ‘southern multilingualisms’ and ‘transknowledging’ (reciprocal translation and exchange of knowledge), which are often invisibilised in EMI. This is illustrated through critiques in two former British territories: the first, with critiques that circulated in Southern Africa from the 1960s; the second, with critiques that surfaced four decades later in Australia. Whereas EMI is readily recognised in South Africa (with 8 per cent L1 English speakers), Australia (with 250 Aboriginal linguistic communities at colonisation and 250 years of in-migration from all continents) is an EMI context for 23–30 per cent of citizens. Aggressive marketing of Australia as an educational destination for students from the Asia-Pacific amplifies its multilingual and EMI reality in higher education. The critique of EMI includes a history of cognitive capture, debt-trap diplomacy and educational failure. Included are key agents that advance EMI, invisibilise multilingualisms and perpetuate coloniality despite the claims of social justice and access that accompany EMI rationales.

Chapter 6 shows how false Stories help to perpetuate the economic imbalance described in Chapter 4. These Stories include those of economic growth, comparative advantage, creative destruction, and ceaseless innovation. Most of them originate in mainstream economics, including praise for shareholder interests and insistence on social choice theory. Karl Polanyi claimed that such Stories, which endorse a society roiled by constant change, ignore what he called community welfare.