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A school for all : Special issue
- 2020
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- A special Issue of Nordic Journal of Studies on Education Policy, with contributions of among others, Mel Ainskow, Peder Haug, Michel Knigge, Lise Roll-Petersson, Kajsa Falkner, Christian Ydesen, Daniel Östlund, Thomas Barow.
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| 2. |
- Adami, Rebecca, 1982-, et al.
(författare)
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Enabling multilingualism or disabling multilinguals? Interrogating linguistic discrimination in Swedish preschool policy
- 2024
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Ingår i: Human Rights Education Review. - 2535-5406. ; 7:1, s. 5-25
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework. We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.
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| 3. |
- Adams Lyngbäck, Liz, 1966-, et al.
(författare)
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Becoming established : a gendered educational effort for learning Swedish
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Not knowing Swedish or being a native speaker of Swedish is posed as a problem related to and exacerbating disabilities (SPSM om flerspråkighet). In 2017, the political debate in Sweden lifted the problem of how the immigrant stay- at-home- mother phenomenon was hindering newly arrived women from entering the work force due to what is portrayed as their lack of Swedish skills. Language plurality in this respect is posed as a weakness rather than a resource (Hyltenstam & Milani, 2012). These women are still largely seen “as workers rather than human beings with equal rights” (Skutnabb-Kangas & Phillipson, 1996). There is a general assumption that knowing the target language is paramount in becoming established in society which involves paying taxes. Non-governmental integration efforts draw on these types of descriptions when applying for funding.Swedish with Baby is an NGO initiative focusing on organizing group meetings for parents with small children with different ethnic and socio-economic backgrounds. The activities build on the idea of a combined language and baby café which are educational initiatives where language users with small children devote time to conversation practice with native speakers in the target language. The objective is described as promoting parents towards becoming established in society by learning to speak Swedish through language role models.We have conducted a year-long fieldwork project in Swedish with Baby with the aim of exploring aspects about language and belonging in families in migration contexts. In this presentation, we will discuss how the very ideas of what is being aimed for, Swedish language knowledge, undermines inclusion.We examine our findings in terms of how social justice is linked to tacit, unspoken policy objectives about what counts as appropriate language goals for groups seen as marginalized or in need of being de-marginalized through integration efforts. The groups most disadvantaged by language policies are girls and women, ethnic minority groups and social minority groups (Corson, 1993).In our research findings, it became evident that for many of the first-generation immigrants the goal of learning Swedish is secondary or unimportant. A large part of this group expresses that they are attending Swedish with Baby to meet other parents of small children and to exchange ideas on questions and thoughts which have come about through their new role as parents. This is regardless of how much or how little Swedish they previously knew. In fact, most of the parents in this group were communicatively competent in Swedish.Situations where not knowing Swedish was described as disabling was in their everyday living, not in looking for employment. The experience of being limited by language had to do with their children, from choosing preschools, schools, contacts with health care and especially if their child was not able to communicate with other children. Our results indicate that the idea of language as a skill for getting a job is missing the mark on what language learners need to actually be successful: a sense of community through social engagement.
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| 4. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Dis/ability literacy through parenting
- 2017
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Ingår i: Abstract book.
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Konferensbidrag (refereegranskat)abstract
- This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing. Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.
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| 5. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Experiences, networks and uncertainty : parenting a child who uses a cochlear implant
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.
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| 6. |
- Adams Lyngbäck, Liz, et al.
(författare)
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Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.
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| 7. |
- Adams Lyngbäck, Liz, 1966-, et al.
(författare)
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Lingustic work is care work : Cripping and languaging in adult education of immigrant d/Deaf and hard or hearing students
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation we discuss how linguistic care work (Henner & Robinson, 2021) is manifested in classroom interaction between students and teachers in adult education for immigrant d/Deaf and hard of hearing students in Sweden. The empirical material consists of video- and audio-recordings, images and fieldnotes from classroom interaction and audio-/video-recorded interviews with teachers and students. This is part of an action research project where the aim is to develop teaching practices involving various visual resources to promote student participation and language learning in education, as well as to provide knowledge about teachers’ and adult students’ experiences of visual resources in teaching and learning. By drawing on social semiotics and Crip Linguistics – which provides critical linguistics with a necessary disability lens – we explore how meaning is co-constructed in the classroom, through embodied communication, use of visual resources, technology and translanguaging between signed and spoken languages. We are illustrating and examining conditions forefronting respect and patience for language user’s own linguistic repertoire and resources as the essence of linguistic care work in joint meaning-making in the classrooms. The results illuminate how combined multiple resources support student participation and investment in communication and learning when languaging practices are enmeshed in particular material conditions. This linguistic care is embedded in crip time (Samuels & Freeman, 2021), which we use to problematize how adult education in Sweden, lacking linguistic justice, is framed in ideas of effective language learning with emphasis on quick establishment on the labor market through instrumental ‘language as skill’ acquisition. This stands in stark contrast to what is conducive to relational conditions, as we argue linguistic work is care work. References:Henner, J., & Robinson, O. (2021). Unsettling Languages, Unruly Bodyminds: Imaging a Crip Linguistics. https://doi.org/10.31234/osf.io/7bzawSamuels, E. & Freeman, E. (2021). Introduction: Crip temporalities. South Atlantic Quarterly 120(2). 245–254. https://doi.org/10.1215/00382876-8915937
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| 8. |
- Adams Lyngbäck, Liz, et al.
(författare)
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New barriers and new possibilities : Confronting language inaccessibility in and around a pandemic
- 2021
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Ingår i: Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities. - London : Routledge. - 9781003120452 ; , s. 140-155
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Bokkapitel (refereegranskat)abstract
- This chapter presents three cases of language inaccessibility during the COVID-19 pandemic. Using the concepts of linguicism, ableism and audism we will examine and discuss: (1) how ideas about ability lead to (re)-oppression, (2) when and how changes reversing language inaccessibility can come about, and (3) how oppression, once it is known, still doesn’t change practices. Ethnographic and netnographic observations of and from within activist and non-governmental groups have been employed to collect data for three cases of how the deaf, the hard-of-hearing, and people with cognitive disabilities were affected by the pandemic. The results reveal (re)formation of obstacles to education when moved online, blocked access to vital healthcare information due to institutionalised language inaccessibility and how activist, non-governmental groups and stakeholders themselves, in coalition, overcame some of the barriers through activism which taught others about their own vulnerability.
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| 9. |
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| 10. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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The role of uncertainty in the development of disability literacy : drawing on examples of processes of becoming in parenting a deaf child
- 2018
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Ingår i: Lancaster Disability Studies Conference. - Lancaster : Lancaster University. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Parents continue arriving as they continue ‘reading their child’, continuous arrivals which imbue their interactions with groups like their child. The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. The presentation will include an example of an online program being developed to facilitate communication and understanding between hearing people and people who are deaf or hard of hearing in order to increase awareness, actions and commitment to goals of more inclusive and equal conditions.
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