| 1. |
- Hedman, Christina, 1966-, et al.
(författare)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 2. |
- Hedman, Christina, 1966-, et al.
(författare)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifcally, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 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. |
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| 9. |
- 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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| 10. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Uncertainty and disability literacy : Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development
- 2019
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Ingår i: Book of Abstracts.
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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. Connecting other adults’ becoming processes in teacher education programs to how parents continue arriving as they continue ‘reading their child’ is discussed in terms of embodied critical thinking about ableism and audism. The continuous arrivals which imbue adults’ interactions with oppressed groups is explored drawing on theories on transformation and community.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. This concept of allyship offers pedagogical hope which bell hooks describes as an integral part of education (hooks, 2003). Allyship in disability contexts is an active, consistent and reflective practice of examining how one holds systemic power over people with disabilities. Pausing to use the idea of reflective practice as an entry to one’s critical thinking is what intended to develop the concept of ‘embodied critical thinking.’ The focus is aimed at how one’s own involvement, as a temporarily able-bodied person seeks to end oppression in solidarity with disabled groups and individuals. The concept of allyship falls under what can be deemed the privilege turn or privilege studies in disability where a disability literacy is a social literacy of consciousness and awareness of the conditions of the lives of disabled individuals and groups and how they are affected by interpersonal relationships (Adams Lyngbäck, 2016). Case examples of classroom activities and discussions centering on ableism will be employed to further develop understandings of allyship in education.
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| 11. |
- Danielsson, Henrik, et al.
(författare)
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A Systematic Review of Longitudinal Trajectories of Mental Health Problems in Children with Neurodevelopmental Disabilities
- 2024
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Ingår i: Journal of Developmental and Physical Disabilities. - : Springer. - 1056-263X .- 1573-3580. ; 36, s. 203-242
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Forskningsöversikt (refereegranskat)abstract
- To review the longitudinal trajectories - and the factors influencing their development - of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.
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| 12. |
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| 13. |
- Paul, Enni, 1976-, et al.
(författare)
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Crip time and linguistic care in adult education of immigrant d/Deaf and hard or hearing students
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Drawing on social semiotics and Crip Linguistics, we present how linguistic care is enacted in interaction between students and teachers in adult education for immigrant d/Deaf and hard of hearing students in Sweden. This is part of an ongoing action research project where the overarching aim is to develop, together with teachers, teaching practices involving various visual resources to promote student participation and language learning in education and also to contribute new knowledge about teachers’ and adult students’ experiences of visual resources in teaching and learning. The empirical material consists of video- and audio-recordings, images and fieldnotes from classroom interaction and audio-/video-recorded interviews with teachers and students.As shown by previous research the neoliberal market economy has strongly altered adult education in Sweden affecting time frames for learning a new language with emphasis on quick establishment on the labor market through instrumental ‘language as skill’ learning. This is in stark contrast to what is conducive to relational conditions, linguistic care, in learning a new language. This presentation focuses on results illuminating how meaning is co-constructed between student-student, student-teacher, through embodied communication, technology, signed and spoken language, visual resources, etc. through linguistic care work, which provides critical linguistics with a necessary disability lens. This is presented in the descriptions of crip time in respect to languaging requiring patience, material conditions and optimal environments, provision of resources, respect for language user’s own linguistic resources, as aspects of linguistic care work and linguistic justice in the joint meaning-making in the classrooms. The results illuminate how multiple resources combined support student participation and investment in communication and learning, which is of interest to other educational practices.
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| 14. |
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| 15. |
- Paul, Enni, 1976-, et al.
(författare)
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‘Say it in Swedish!’ : Babies, belonging and multilingualism in an integration initiative activity in Sweden
- 2022
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Ingår i: Ethnography. - : SAGE Publications. - 1466-1381 .- 1741-2714.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to critically examine ideas about language and integration in a non-governmental integration programme targeting parents of small children in Sweden. Through ethnographic and netnographic fieldwork of parenting experiences it is revealed that monolingual ideologies conflate with iconic figures reproducing and reinforcing language norms. Some parents – i.e. non-white non-Swedish speaking – are made into ‘language projects’ when the white Swedish parents take on the role of the ‘integration teacher’ acting as language and parenting role models. The Others' multilingualism is celebrated from within Swedishness, with multilingualism treated as a commodity. This contrasts with the risk of loss - experience of multilingualism by parents with migration background. The inscription of the harms of segregated society on non-white, non-Swedish mothers shows the powerful mechanisms obscuring that integration initiatives operate from monolingual norms within a neoliberal workfare model which creates programs which have unintended effects.
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| 16. |
- Thoutenhoofd, Ernst D., 1965, et al.
(författare)
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Bimodal-bilingual teacher training in Sweden
- 2023
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Ingår i: Sign Language Studies. - 0302-1475 .- 1533-6263. ; 23:4, s. 555-576
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Tidskriftsartikel (refereegranskat)abstract
- In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees’ accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils’ full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.
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