Reclaiming Academic Autonomy in South African Higher Education: Decolonial Multilingualism as Counter-Hegemonic Praxis against Neoliberal Market Forces

South African higher education is entrenched in neoliberal market forces that commodify knowledge, reinforce linguistic hierarchies, and perpetuate colonial epistemic dominance. Despite constitutional and policy commitments to multilingualism and decolonisation, English remains the dominant language in research and teaching, marginalising Indigenous African languages. The study examined the role of decolonial multilingualism as a counter-hegemonic strategy for reclaiming academic autonomy in South African higher education. Drawing on decolonial theory, critical pedagogy, linguistic iustice, and translanguaging, the research employed a systematic literature review and qualitative document analysis. Institutional language policies from four public universities, national policy frameworks, and activist reports were analysed to examine the gap between commitments to multilingualism and everyday academic practice. Findings reveal that neoliberal funding models and global validation systems restrict the institutionalisation of Indigenous languages, reinforcing English hegemony. However, grassroots activism, translanguaging pedagogies, and alternative publishing platforms have created spaces of resistance that advance epistemic iustice and diversify knowledge production. These initiatives demonstrate how multilingual practices can disrupt colonial and neoliberal hierarchies while expanding academic inclusion and reclaiming academic autonomy in South African universities. The study contributes to debates on language iustice, decolonisation, and higher education transformation by emphasising the need for systemic reforms that acknowledge the global utility of English and institutionalise African languages as equal academic mediums.