Books – Waqar Ali Shah

Publications

Doctoral Dissertation

Shah, W. A. (2025). Discursive normativities and ruptures in ELT textbooks and pedagogy in Pakistan: A Southern critical discourse studies perspective [Doctoral dissertation]. University of Jyväskylä. JYU Dissertations, 935. https://urn.fi/URN:ISBN:978-952-86-0726-7

Articles in refereed journals

Shah, W. A. (2025). Enacting colonial and neoliberal governmentalities through American ELT programs in Pakistan. TESOL Quarterly. Early view. https://doi.org/10.1002/tesq.3379

Shah, W. A. (2025). Thinking through ‘in-betweenness:’ a conversation with Suresh Canagarajah on decolonizing language education and research in South Asia. Applied Linguistics Review. Early view. https://doi.org/10.1515/applirev-2024-0195

Shah, W. A., Jatoi, Q., & Shah, U. R. (2025). De-centering the anthropocentric worldview in language textbooks: A Posthumanist call for discursive reparations for sustainable ELT. Linguistics and Education, 86, 101397. https://doi.org/10.1016/j.linged.2025.101397

Syed, H. & Shah, W. A. (2025). Dissecting the dominant framings of Multilingualism in Education in Pakistan: A Southern perspective. Language in Society,https://doi.org/10.1017/S0047404525000016

Langah, N. T., & Shah, W. A. (2025). Authoring a Muslim feminist ‘self’ through travel writing: reclaiming agency through Islam. Feminist Theology.

Lashari, A., & Shah, W. A. (2024). Religious monoglossia/heteroglossia and discourses of women leadership in Pakistani Higher Education. Educational Management, Administration and Leadership. Early view. https://doi.org/10.1177/17411432241293244

Memon, T., & Shah, W. A. (2024). Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based (OBE) in Pakistan. Educational Linguistics. https://doi.org/10.1515/eduling-2024-0004

Shah, W. A. (2024). Rethinking Applied Linguistics in the Global South: a conversation with Sinfree Makoni. Journal Of Education, Language and Ideology

Anjum, S., & Ali Shah, W. (2024). Negotiating local linguistic and epistemic realities through critical language pedagogy (CLP) in Pakistan. Pedagogy, Culture & Society, 1-21. https://doi.org/10.1080/14681366.2024.2367625

Shah, W. A., Umrani, S., & Lashari, A. (2024). Poetry, ideology and heteroglossic realities in language textbooks. Language, Culture and Curriculum, 1-20. https://doi.org/10.1080/07908318.2024.2342899

Shah, W. A. (2024). Globalectics, Critical Discourse Studies (CDS) and Southern Feminisms. Journal of Multicultural Discourses. https://doi.org/10.1080/17447143.2024.2331510

Shah, W. A. (2023). Nation, Alterity & Competing discourses: rethinking textbooks as ideological apparatuses. Linguistics & Education. https://doi.org/10.1016/j.linged.2023.101250

Shah, W. A. (2023). Privileged discourses, teacher agency and alternative subjectivities: analyzing Janus-faced character of English language pedagogy.Learning, Culture and Social Interaction. https://www.sciencedirect.com/science/article/pii/S2210656123000880

Shah, W. A., Pardesi, H. Y., & Memon, T. (2023). Neoliberalizing Subjects through Global ELT programs. TESOL Quarterly. https://doi.org/10.1002/tesq.3242

Lashari, A., Shah, W.A., & Memon, T. (2023). Are we equal citizens? A Critical Discourse Analysis of language textbooks and minority faith learners’ insights in Pakistan. Asia-Pacific Journal of Education http://doi.org/10.1080/02188791.2023.2270176

Shah, W. A. & Lashari, A. (2023). Regimes of patriarchy and faith: reflections on challenges in interviewing women and religious minorities in Pakistan. Qualitative Research Journal.https://doi.org/10.1108/QRJ-02-2023-0018

Nizamani, A., & Shah, W. A. (2022). Textbooks as Neoliberal Artifacts: a critical study of knowledge making in ELT. Critical Discourse Studies. https://doi.org/10.1080/17405904.2022.2160364

Shah, W. A., R., & Lashari, A. (2022). De-naturalizing the ‘Predatory’: A Study of ‘bogus’ publications at public sector universities in Pakistan. Accountability in Research. https://doi.org/10.1080/08989621.2022.2106424

Leonardo, V., Meighan, P., & Shah, W. A. (contract signed). Routledge Handbook of racial and epistemic inequities in TESOL and Applied Linguistics. Routledge

Shah, W. A., Lashari, A. & Channa, L. A. (contract signed). Decolonizing language textbooks: Engaging in South-North epistemic dialogue. Routledge

Newspaper articles and critical essays

Shah, W. A. (June 06, 2024).Decolonizing (applied) linguistics in Pakistan. ROADS: Research on Advancement and Development of SocialSciences.

Shah, W. A. (2022). Academic writing for research and publication. IATEFL Voices, (285).

Shah,W.A.(Feb 28, 2022). Research woes. Dawn.

Shah, W. A. (September 4, 2024). Transepistemic Academia. Express Tribune

Shah, W. A. (2021). Decolonizing English Language Pedagogy: A Study of Cultural Aspects in English Language Coursebooks and Teachers’ reflections in Pakistan. Kieli, koulutus ja yhteiskunta, 12(6).