<![CDATA[Postgraduate writers in Global South multilingual contexts must negotiate not only English-language accuracy but also the discursive and epistemic expectations of international academic publishing. Conventional academic translation instruction privileges linguistic equivalence while giving limited attention to authorial positioning, ideology, power, and the circulation of local knowledge. This study developed and examined a Critical Discourse Pedagogy model for academic translation instruction. The model combines critical pedagogy, critical discourse analysis, and Southern epistemology through five stages: critical reading, discourse analysis, dialogic interpretation, academic translation, and critical reflection. Southern epistemology was operationalized through comparisons between local and dominant knowledge assumptions, discussion of whose knowledge is legitimized, and reflective positioning during translation decisions. Using design-based research, the model was implemented with 48 postgraduate students at an Indonesian university over ten weeks. Data were collected through pre- and post-intervention assessments, classroom observations, semi-structured interviews with 12 participants, and analysis of translated texts. We examined quantitative changes using paired-sample tests, while analysing qualitative data thematically and integrating findings by research question. Scores increased significantly across five competency dimensions (p < .001), while students’ accounts and texts shifted from predominantly literal translation toward contextual, rhetorical, discourse-aware decision-making. The study contributes an operational pedagogical architecture and adaptable design principles rather than a new standalone theory. However, the single-site pre-post design, absence of a comparison group, and lack of delayed follow-up limit causal and long-term claims.]]>
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