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| 12. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Language learners and learning language in the era of reinforced boundaries : challenging webs-of-understandings related to bilingualism ethnographically
- 2015
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Konferensbidrag (refereegranskat)abstract
- Framed in sociocultural and post/decolonial perspectives, this multidisciplinary multi-site study focuses issues related to globalization and learning in the global North and South. Based upon analysis of different data sets from three ethnographic projects, this paper focuses individuals and institutions accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other. Furthermore, by using different representational techniques, the paper revisits dimensions of learning language and identity-positions inside and outside institutional settings. Language and identity get accounted for as intrinsic performatory hybrid dimensions of individuals-in-concert-with-tools from bi/multilingual perspectives.
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| 13. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Languaging in and across virtual-irl timespaces : challenging disciplinary and methodological hegemonies through the lens of visually-oriented data
- 2015
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Konferensbidrag (refereegranskat)abstract
- Current digital medial lives of young people and adults in different geopolitical spaces and a disparity of experiences within these spaces calls for systematically revisiting some problematic assumptions that frame the Communication and Cultural Sciences, particularly in the global North. With this as point of departure, I will attempt to do the following three things in my presentation. First, I will “make visible” some dimensions of the ways-of-being-with-words and cultural-tools that shape life in the 21st century. Secondly, my presentation will illustrate how analyses in and across virtual-irl timespaces allows for revisiting the ways in which language categories and identity positions have been talked-and-written-into-being since the end of the 20th century. Finally, I will present reflections regarding doing netnographic fieldwork in the 21st century. An overarching aim of this presentation is to contribute to the academic domain of (what is glossed as) bi/multilingual research from bi/multilingual multimodal perspectives.Taking both a socially oriented perspective and a decolonial framework on languaging and identity positions, my presentation will juxtapose data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis I will share will include ethnographically framed everyday life (i) data from projects that focus Web 2.0 platforms (like Youtube and facebook), (ii) data from Swedish mass-media (SVT, the national TV and print-digital newspapers) and (iii) archive and policy data related to educational institutions in Sweden. My presentation will problematizes dominating understandings of language, identity and culture generally and the organization of “special” support for “immigrant” individuals as well as “functionally disabled” young people in the global North more specifically.The analysis presented will highlight that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane use of cultural-tools, languaging or ways-of-being-with-words, or peoples engagement in “everyday bi/multilingual communication” in and across virtual-irl and media-institutional settings. I will illustrate the incongruence between individuals, institutional and mass-media accountings, as opposed to the performance of language, identity and culture in the global North. The analysis will highlight the reductionistic and problematic “webs-of-understandings” (Bagga-Gupta 2012) that frame the glossed concepts mono-bi-multilingualism and mono-bi-multiculturalism in the global North. Providing emic understandings of how accountings constitute a core dimension of “collective remembering” (Wertsch 2002) of “imagined communities” (Anderson 1991), the work presented here will illustrate “alternative voices” (Hasnain el al 2013) in the multidisciplinary fields such as Communication Studies, Cultural Studies and the Language Sciences (Bagga-Gupta 2013, 2014a, 2014b). This endeavor calls for a major shift in analytical perspectives, where a visual-orientation from ethnographically framed decolonial positions present challenges to northern hegemonies that currently frame discourses of globalization. References:Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.Bagga-Gupta, S. (2012). Challenging understandings of Bilingualism in the Language Sciences from the lens of research that focuses Social Practices. In Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu (Eds.) Learning, social interaction and diversity – exploring school practices. pp 85-102. Rotterdam: Sense.Bagga-Gupta, S. (2013). The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In Imtiaz Hasnain, Sangeeta Bagga-Gupta & Shailendra Mohan (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... pp 28-49 Newcastle-upon-Tyne: Cambridge Scholars Publishing.Bagga-Gupta, Sangeeta (2014). Languaging. Ways-of-being-with-words across Disciplinary Boundaries and Empirical Sites. In Heli Paulasto, Lea Meriläinen, Helka Riionheimo & Maria Kok (Eds). Language Contacts at the Crossroads of Disciplines. (89-130). Newcastle-upon-Tyne: Cambridge Scholars Publishing.Bagga-Gupta, S. (2014). Performing and accounting language and identity: Agency AS actors-in-(inter)action-with-tools. In P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev (Eds.) Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingual Matters.Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.
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| 16. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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On Naming Traditions : Losing Sight of Communicative and Democratic Agendas When Language Is Loose Inside and Outside Institutional-scapes
- 2023
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Ingår i: The Routledge Handbook of Language and the Global South/s. - New York, NY : Routledge. - 9780367440145 - 9781032251257 - 9781003007074 ; , s. 371-383
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Bokkapitel (refereegranskat)abstract
- This chapter draws attention to salient tensions between the increasing recognition accorded to the heterogeneity and complexities of human communication in Northern places on the one hand and the naming traditions regarding what is glossed as language in the language scholarship (broadly conceptualized) in these spaces on the other hand. It spells out analytical tenets that constitute a Second Wave of Southern Perspectives, SWaSP framing that emerges in conversations with and at the cross-roads of multiple overlapping theoretical positions. A SWaSP framing highlights the need to go beyond programmatic hegemonic tendencies in the mainstream scholarship with the intent to create a global-centric multiversal or pluriversal agenda. The chapter presents four illustrations regarding naming traditions from across time and physical territories glossed as the North and the South to engage with SWaSP tenets and highlights tensions when attention is focused on naming traditions. Systematically drawing attention to these tensions constitutes dimensions of justice and solidarity where the agenda is to de-center naturalized hegemonies when language is loose in institutional settings.
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| 17. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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On studying peoples’ participation across contemporary timespaces : Disentangling analytical engagement
- 2021
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Ingår i: Outlines. - : Department of Psychology, University of Copenhagen. - 1399-5510 .- 1904-0210. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents critical reflections regarding entangled relationships between access, communication and inclusion and illustrates how these play out across multiple analytical scales, ranging from interactional data analysis to engagement with policy data. The study draws on our ethnographic fieldwork from two large projects where roughly 45 18-50+ year-old people have been shadowed across settings. The study aims to illuminate dimensions of analyst’s participation in terms of the flow of the everyday lives of people they track within and across physical-online spaces and within and across education, workplaces, cultural settings, homes, leisure-time, governmental agencies, health services, social media, etc. Such a stance acknowledges the mobile yet situated, partial and limited nature of contemporary existence and that of knowledge generation within the research enterprise.By engaging with what we call a “second wave of southern perspectives” (SWaSP), the access that scholars have and the identity-positionings of people they track can be understood in terms of (non)support i.e. (non)affordances of different settings for human beings’ possibilities to engage in social practices. In addition to bringing into dialogue different theoretical clusters within a SWaSP framing, the study goes beyond essentialized ways of understanding methodologies or single project reporting, and attempts to shed light on the chained entanglements, intersections and enactments of policy and practice, artefacts and humans, including the ways in which such relationships seldom present themselves in an intuitive manner for the analyst (or project participants).A SWaSP framing is attended to as dimensions of doing multiple-scale ethnography, in terms of being positioned as scholars who are mobile across contemporary physical-online spaces, are reflexive about their mobile gaze and who follow individuals, tools and inscriptions as they emerge across online/physical/private/institutional spaces. Where someone is, how and when people meet, what such meetings offer in terms of positionality, opportunities, meaning-making and learning, are riddled with continua and disruptions that not only create analytical and methodological dissonance in mainstream scholarship but, more significantly, emerge as challenges for scientific enquiry by taking onboard the very theoretical and methodological implications of such continua and disruptions.
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