Profile of Dr R'BOUL, Hamza - The Education University of Hong Kong


Research Assistant Professor	Department of International Education

Contact

ORCiD

0000-0003-4398-7573

Phone

(852) 2948 7025

hrboul@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=295983&name=R'BOUL, Hamza

Scopus ID

57217100202

Research Outputs


Scholarly Books, Monographs and Chapters Hamza R'boul (2024). Postcolonial challenges to theory and practice in ELT and TESOL: Geopolitics of knowledge and epistemologies of the South. Routledge. https://doi.org/10.4324/9781003322535 Hamza R'boul & Abdelaziz El Amrani (2024). Education for Emancipation and Disrupting Colonial Legacies in Morocco. Ann E. Lopez & Herveen Singh, Decolonizing Educational Knowledge (201-216). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55688-3_12 Hamza R'boul, Hassan Belhiah, Mohammed Guamguami & Ahlam Lamjahdi (2024). Moroccan English through epistemological polylogue: Opportunity for speaking back, hopes for localization, and the postcolonial framework. Ruanni Tupas, Investigating Unequal Englishes (168-181). Routledge. https://doi.org/DOI:10.4324/9781003355885-16 Hamza R'boul & Benachour Saidi (2024). Critical race theory, interculturality and power imbalances: Intersectionality in English language education. Lillie PADILLA, Rosti VANA, Representation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms (13-31). Taylor and Francis. https://doi.org/10.4324/9781003361787-3 Hamza R'boul & Fred Dervin (2023). Flexing interculturality: Further critiques, hesitations, and intuitions. Routledge. https://doi.org/10.4324/9781003458050 Dervin, F., & R'boul, H. (2022). Through the looking-glass of interculturality: Autocritiques. Springer. Doi:10.1007/978-981-19-6672-9. R'boul, H. (2023). Afterword: Theorising and teaching interculturality otherwise: What ‘otherwise'?. Fred DERVIN, Mei YUAN, SUDE, Teaching interculturality 'otherwise' (pp. 222-226). Routledge. Doi:10.4324/9781003345275-20. R'boul, H. (2023). Critical multilingualism in TESOL in practice: Language, power, and decoloniality. Kashif RAZA, Dudley REYNOLDS, Christine COOMBE, Handbook of multilingual TESOL in practice (pp. 99-109). Springer. Doi:10.1007/978-981-19-9350-3_7. R'boul, H., & Dervin, F. (2022). Intercultural communication education and research: Reenvisioning fundamental notions. London, UK: Routledge. Doi:10.4324/9781003395225.
Journal Publications Hamza R'boul, Hassan Belhiah & Anissa Elhaffari (2024). EMI in Moroccan high schools: Multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use. Language and Education, 38(1), 23-41. https://doi.org/10.1080/09500782.2023.2244910 Hamza R'boul (2024). Alternative knowledges in intercultural education and educators as epistemic subjects. International Journal of Educational Research, 127, 1-11. https://doi.org/10.1016/j.ijer.2024.102391 Hamza R'boul (2024). English as a subtle technology of distraction in postcolonial contexts: undoing linguistic colonialism by linguistic coloniality. Current Issues in Language Planning, 0, 1-20. https://doi.org/10.1080/14664208.2024.2355392 Hamza R'boul & Fred Dervin (2024). Attempts at including, mediating and creating ‘new’ knowledges: Problematising appropriation in intercultural communication education and research. Applied Linguistics Review https://doi.org/10.1515/applirev-2024-0009 Osman. Z Barnawi and Hamza R'boul (2024). Against epistemological theft and appropriation in applied linguistics research. Applied Linguistics Review https://doi.org/10.1515/applirev-2024-0008 Hamza R'boul (2024). The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco: educators’ unionism and social justice activism. Globalisation, Societies and Education https://doi.org/10.1080/14767724.2024.2302012 Osman. Z Barnawi and Hamza R'boul (2023). Colonizability and hermeneutical injustice in applied linguistics research: (Im)possibilities for epistemological delinking. Applied Linguistics, 44(5), 865-881. https://doi.org/10.1093/applin/amad047 Hamza R'boul, Osman. Z Barnawi & Benachour Saidi (2023). Islamic ethics as alternative epistemology in intercultural education: Educators’ situated knowledges. British Journal of Educational Studies, 72(2), 199-217. https://doi.org/10.1080/00071005.2023.2254373 R'boul, H. (2023). Intercultivism and alternative knowledges in intercultural education. Globalisation, Societies and Education. Doi:10.1080/14767724.2023.2166018. R'boul, H., & Saidi, B. (2022). Unravelling intercultural communication education in the periphery: Critical examination of interculturality university-level courses. Compare: A Journal of Comparative and International Education, 1-19. Doi:10.1080/03057925.2023.2179871. R'boul, H., & Belhiah, H. (2023). Neo-nationalism and politicizing TESOL: Nationalist rhetoric and decolonial impulses in English teaching in Morocco. TESOL Quarterly. Doi:10.1002/tesq.3230. R’boul, H., Dervin, F., & Saidi, B. (2023). South-South acculturation: Majority-group students’ relation to Sub-Saharan students in Moroccan universities. International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2023.101834

Scholarly Books, Monographs and Chapters
Hamza R'boul (2024). Postcolonial challenges to theory and practice in ELT and TESOL: Geopolitics of knowledge and epistemologies of the South. Routledge. https://doi.org/10.4324/9781003322535
Hamza R'boul & Abdelaziz El Amrani (2024). Education for Emancipation and Disrupting Colonial Legacies in Morocco. Ann E. Lopez & Herveen Singh, Decolonizing Educational Knowledge (201-216). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55688-3_12
Hamza R'boul, Hassan Belhiah, Mohammed Guamguami & Ahlam Lamjahdi (2024). Moroccan English through epistemological polylogue: Opportunity for speaking back, hopes for localization, and the postcolonial framework. Ruanni Tupas, Investigating Unequal Englishes (168-181). Routledge. https://doi.org/DOI:10.4324/9781003355885-16
Hamza R'boul & Benachour Saidi (2024). Critical race theory, interculturality and power imbalances: Intersectionality in English language education. Lillie PADILLA, Rosti VANA, Representation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms (13-31). Taylor and Francis. https://doi.org/10.4324/9781003361787-3
Hamza R'boul & Fred Dervin (2023). Flexing interculturality: Further critiques, hesitations, and intuitions. Routledge. https://doi.org/10.4324/9781003458050
Dervin, F., & R'boul, H. (2022). Through the looking-glass of interculturality: Autocritiques. Springer. Doi:10.1007/978-981-19-6672-9.
R'boul, H. (2023). Afterword: Theorising and teaching interculturality otherwise: What ‘otherwise'?. Fred DERVIN, Mei YUAN, SUDE, Teaching interculturality 'otherwise' (pp. 222-226). Routledge. Doi:10.4324/9781003345275-20.
R'boul, H. (2023). Critical multilingualism in TESOL in practice: Language, power, and decoloniality. Kashif RAZA, Dudley REYNOLDS, Christine COOMBE, Handbook of multilingual TESOL in practice (pp. 99-109). Springer. Doi:10.1007/978-981-19-9350-3_7.
R'boul, H., & Dervin, F. (2022). Intercultural communication education and research: Reenvisioning fundamental notions. London, UK: Routledge. Doi:10.4324/9781003395225.

Journal Publications
Hamza R'boul, Hassan Belhiah & Anissa Elhaffari (2024). EMI in Moroccan high schools: Multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use. Language and Education, 38(1), 23-41. https://doi.org/10.1080/09500782.2023.2244910
Hamza R'boul (2024). Alternative knowledges in intercultural education and educators as epistemic subjects. International Journal of Educational Research, 127, 1-11. https://doi.org/10.1016/j.ijer.2024.102391
Hamza R'boul (2024). English as a subtle technology of distraction in postcolonial contexts: undoing linguistic colonialism by linguistic coloniality. Current Issues in Language Planning, 0, 1-20. https://doi.org/10.1080/14664208.2024.2355392
Hamza R'boul & Fred Dervin (2024). Attempts at including, mediating and creating ‘new’ knowledges: Problematising appropriation in intercultural communication education and research. Applied Linguistics Review https://doi.org/10.1515/applirev-2024-0009
Osman. Z Barnawi and Hamza R'boul (2024). Against epistemological theft and appropriation in applied linguistics research. Applied Linguistics Review https://doi.org/10.1515/applirev-2024-0008
Hamza R'boul (2024). The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco: educators’ unionism and social justice activism. Globalisation, Societies and Education https://doi.org/10.1080/14767724.2024.2302012
Osman. Z Barnawi and Hamza R'boul (2023). Colonizability and hermeneutical injustice in applied linguistics research: (Im)possibilities for epistemological delinking. Applied Linguistics, 44(5), 865-881. https://doi.org/10.1093/applin/amad047
Hamza R'boul, Osman. Z Barnawi & Benachour Saidi (2023). Islamic ethics as alternative epistemology in intercultural education: Educators’ situated knowledges. British Journal of Educational Studies, 72(2), 199-217. https://doi.org/10.1080/00071005.2023.2254373
R'boul, H. (2023). Intercultivism and alternative knowledges in intercultural education. Globalisation, Societies and Education. Doi:10.1080/14767724.2023.2166018.
R'boul, H., & Saidi, B. (2022). Unravelling intercultural communication education in the periphery: Critical examination of interculturality university-level courses. Compare: A Journal of Comparative and International Education, 1-19. Doi:10.1080/03057925.2023.2179871.
R'boul, H., & Belhiah, H. (2023). Neo-nationalism and politicizing TESOL: Nationalist rhetoric and decolonial impulses in English teaching in Morocco. TESOL Quarterly. Doi:10.1002/tesq.3230.
R’boul, H., Dervin, F., & Saidi, B. (2023). South-South acculturation: Majority-group students’ relation to Sub-Saharan students in Moroccan universities. International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2023.101834

Projects


South-East Interculturality in Internationalized Higher Education: Acculturation and Alternative Experiences within Student Mobilities African students’ acculturation is a fundamental aspect of interculturality within student mobility. Examining students’ acculturation may illuminate the communicative, behavioral and psychological struggles that these students may face in processing, navigating and making sense of their experiences. In fact, South-East interculturality may not be conditioned by the same linguistic, cultural and epistemic hierarchies sustained by power imbalances in the South-North movement. Yet, this does not negate the very possibility of recycling the same essentialist and power-laden understandings of students as subjects with geopolitical locations situated at the lower spectrum of power inequalities. For acculturation to take place, these power asymmetries are fundamental in forming one’s perception of the other’s culture and to what extent they are likely to embrace it. This means that hierarchies among cultures render acculturation as a process of adopting more modern, attractive and status-bearing cultural formations. This research, thus, aims to: A. Unravel the intercultural implications of African students population as an emergent student migration pattern that has been the concern of relatively little empirical research B. Examine the cultural and psychological transformations of African international students in China; these changes are hoped to develop critical readings into the linguistic, cultural and epistemic hierarchies within South-East interculturality through student mobility. C. Develop a novel framework for international student mobility that interweaves analyses into interculturality, internationalization of higher education, socioeconomic capital and power asymmetries. D. Probe into Africa-Asia movements as non-popular mobilities within internationalized higher education including their rationales, objectives and complexities. E. Better understand African students’ navigation of their educational experiences as they intersect with the broader sociocultural Project Start Year: 2023, Principal Investigator(s): R'BOUL, Hamza

South-East Interculturality in Internationalized Higher Education: Acculturation and Alternative Experiences within Student Mobilities
African students’ acculturation is a fundamental aspect of interculturality within student mobility. Examining students’ acculturation may illuminate the communicative, behavioral and psychological struggles that these students may face in processing, navigating and making sense of their experiences. In fact, South-East interculturality may not be conditioned by the same linguistic, cultural and epistemic hierarchies sustained by power imbalances in the South-North movement. Yet, this does not negate the very possibility of recycling the same essentialist and power-laden understandings of students as subjects with geopolitical locations situated at the lower spectrum of power inequalities. For acculturation to take place, these power asymmetries are fundamental in forming one’s perception of the other’s culture and to what extent they are likely to embrace it. This means that hierarchies among cultures render acculturation as a process of adopting more modern, attractive and status-bearing cultural formations. This research, thus, aims to:
A. Unravel the intercultural implications of African students population as an emergent student migration pattern that has been the concern of relatively little empirical research
B. Examine the cultural and psychological transformations of African international students in China; these changes are hoped to develop critical readings into the linguistic, cultural and epistemic hierarchies within South-East interculturality through student mobility.
C. Develop a novel framework for international student mobility that interweaves analyses into interculturality, internationalization of higher education, socioeconomic capital and power asymmetries.
D. Probe into Africa-Asia movements as non-popular mobilities within internationalized higher education including their rationales, objectives and complexities.
E. Better understand African students’ navigation of their educational experiences as they intersect with the broader sociocultural
Project Start Year: 2023, Principal Investigator(s): R'BOUL, Hamza