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- Holmes, Luke, 1983-
(författare)
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Of Ethics and Multilingualism in Internationalising Academia : Ethical Events in Swedish University Life
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis engages ethnographically with actors whose practices constitute contemporary Swedish universities and who pose and respond to everyday questions of ethics and multilingualism. In contradistinction to the discursively monolingual horizon of contemporary academia, the thesis thinks questions of language differently, contributing to the growing body of knowledge on socially and linguistically diverse practice in internationalising university life. By analysing the discursive practices of university students, administrators, teachers, and researchers, it aims to illuminate potential new ways of engaging, learning, and knowing that might be more justifiably described as ethical and multilingual. With participants who fulfil the key missions of an academic institution in the faculties of the natural sciences, social sciences, and humanities, the thesis provides a full and nuanced sense of university life in Sweden, relevant to those working in, or in relation to higher education institutions across the globe. The thesis is based on three studies which all focus on participant representations and interactions to reveal the different ways in which the dominant discourse relating to language, multilingualism, and ‘internationalisation’ is being reproduced, responded to, and transcended. Study I engages with research and teaching staff to explore the extent to which their practices and representations relate to the ideologically double monolingual language policy, debate, and scholarship in Sweden. Revealed through various language ideological processes, participant representations were found to reproduce a dual monoglossic logic and linguistic order, favouring a Swedish and English linguistic repertoire to the extent that other multilingual research and social practices were rendered invisible and problematic. Studies II and III move beyond study I’s foregrounding of participants’ representations to instead focus on participants’ engagement in everyday ‘ethical events’, a notion inspired by the work of philosopher Emmanuel Levinas. They are here defined as interactions involving that which is not known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. Such events allow for the analysis of interactions in which interlocutors voice and respond to social, linguistic, and epistemic difference. Study II uses a Derridean notion of hospitality to illuminate ethical events in which administrators’ responses to multilingual interlocutors point towards the challenges and potential for ethical becoming and improved sociality in an internationalising university. Study III engages with international students compelled to perform in order to question and sometimes transcend the norms seen and felt to govern classroom engagement, learning, and knowing. The thesis summary locates the studies within the changing political discourse of higher education in Sweden and beyond. It also provides a framework for the three studies that works to show that questions of ethics and multilingualism are particularly pertinent for critical engagement with contemporary university life. Overall, the questions posed in this thesis highlight the multilingualism yet to be convincingly responded to in the sectoral, national, and institutional policy, planning, and debate on internationalisation and language in higher education. The thesis’ focus on ethical events emphasises both the exhaustion and the potentiality of spaces in which actors struggle to foster improved sociality, mutual responsibility, and more truly international academic practice.
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| 2. |
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| 3. |
- Kerfoot, Caroline
(författare)
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Foreword
- 2022
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Ingår i: Handbook of Research on Teaching in Multicultural and Multilingual Contexts. - : IGI Global. - 9781668450345 ; , s. xxiii-xiv
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Kerfoot, Caroline, 1955-
(författare)
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Making absences present : Language policy from below
- 2020
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Ingår i: Multilingual Margins. - 2221-4216. ; 7:1, s. 69-76
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Tidskriftsartikel (refereegranskat)abstract
- A commentary on the Special Issue ‘Grassroots participation and agency in bilingual education processes in Mozambique’. This Special Issue continues the decolonial task of making absences present: of bringing into the frame the linguistic and other knowledges traditionally excluded from educational policy and curricula, and pointing the way to more ethical and equitable forms of knowledge exchange among community members, learners, teachers, researchers, and state actors.
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| 5. |
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| 6. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Towards epistemic justice : Transforming relations of knowing in multilingual classrooms
- 2022
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Ingår i: Working Papers in Urban Language & Literacies. ; :294, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- This study of a postcolonial site engages with epistemic justice from the perspective of language. It understands epistemic justice as relating to issues of knowledge, understanding, and participation in communicative practices. It suggests that monoglossic language-in-education policies, often colonial in origin, constitute a form of epistemic injustice by denying learners the opportunity to learn in a familiar language and removing their ability to make epistemic contributions, a capacity central to human value. It further suggests that translanguaging in formal school settings is for the most part geared towards a monolingual outcome, that is, towards accessing knowledge in an official language. This unidirectional impetus means that translanguaging remains an affirmative rather than transformative strategy, leaving underlying hierarchies of value and relations of knowing unchanged. In contrast, this study presents linguistic ethnographic data from a three-year pilot project in Cape Town where primary school learners could choose their medium of instruction to Grade 6 and use all languages in subject classrooms. It analyses how a Grade 6 learner used laminated, multilingual, affective and epistemic stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. It proposes that, in so doing, she constructed new decolonial relations of knowing and being. It further proposes that the shift from a monolingual to a multilingual episteme, which substantially improved educational performance overall, also enabled the emergence of politically fragile yet institutionally robust social, epistemic, and moral orders from below, orders that could lay the basis for greater epistemic justice.
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| 7. |
- Kerfoot, Caroline, et al.
(författare)
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Towards Epistemic Justice : Constructing Knowers in Multilingual Classrooms
- 2023
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 4:3, s. 462-484
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Tidskriftsartikel (refereegranskat)abstract
- In this study of a postcolonial school, we expand understandings of epistemic justice from the perspective of language, addressing issues of know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute a form of epistemic injustice by diminishing learners’ ability to make epistemic contributions, a capacity central to human value. We further suggest that translanguaging in formal school settings generally promotes epistemic access rather than epistemic justice, leaving value hierarchies and relations of knowing unchanged. Conversely, this study presents linguistic ethnographic data from a three-year project where learners could choose their language of learning to Grade 6 and use all languages in subject classrooms. We analyse how a Grade 6 learner used laminated, multilingual stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. We argue that she thereby constructed new decolonial relations of knowing and being. Moreover, the shift from monolingual to multilingual episteme, which substantially improved performance overall, enabled new social, epistemic, and moral orders to emerge from below, laying the basis for greater epistemic justice.
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| 8. |
- Kroik, David, 1984-
(författare)
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The construction of spaces for Saami language use : language revitalisation in educational contexts
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation, the construction of spaces for Saami language use is explored. The spaces involve learning and use of South Saami, an Indigenous language in Saepmie in Norway and Sweden. Four separate studies shed light on various aspects of these spaces, how they are constructed, how they are used, by whom and for what purposes. Against the backdrop of colonisation of the Saami and a long trend of assimilation by means of e.g. schooling, contemporary spaces for Saami language use in formal educational contexts are explored. The spaces are investigated and theorised upon from an insider position by a researcher/practitioner drawing upon a collaborative approach to the production of knowledge. The insider gaze through the lens of the theoretical concepts spaces for Saami language use and Indigenous efflorescence analyses South Saami language teaching, learning and revitalisation as part of a global trend; Indigenous peoples reclaim, revitalise and restore their continuous their languages. Factors at the macro, meso and micro levels that condition South Saami teaching, learning and revitalisation are explored. The way Saami practitioners of Indigenous efflorescence, for instance teachers, coordinators, artists and others commit to the language is brought to the fore. By means of their acts of decoloniality, they seek to take responsibility for and challenge the current educational situation. Spaces for Saami language use emerge as time and conditions ripen for them. Although unexpected to many, given the history of assimilation, to the practitioners of Indigenous efflorescence involved in the process, this emergence comes not as a surprise but as a hard-earned result of the struggle. Although much work remains, hope is reawakened when conscious hard work and persistent labour bear fruit.
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| 9. |
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‘Spaces of otherwise’? Towards a sociolinguistics of potentiality
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In writing of the economies of abandonment of late liberal globalization, Povinelli (2012: 454) also points to the potential for spaces of otherwise, those spaces of “curiosity and risk, potentiality and exhaustion” which open possibilities for more ethical becoming and the emergence of new forms of sociality and social life. This Special Issue aims to contribute to an expanded, southernized sociology of language and sociolinguistics by exploring what role sociolinguistics can play in thinking through and with these spaces. It brings together a set of papers from southern contexts rarely represented in sociolinguistic research (Crimea, Mozambique, Palestine) spaces of grim endurance where suffering is chronic rather than catastrophic, and a study of the metaphorical south in the north, where migration imperatives land people in situations of precarity, in this case, Sweden. An illuminating invited commentary offers a novel perspective on the key theme quasi-event threading across all the papers. In exploring the construction of spaces of otherwise, authors use the southern concept of Linguistic Citizenship that construes language as a site of political struggle. This framing offers an alternative approach to a politics of language where potentialities for otherwise can be attended to. The papers show how, through acts of linguistic citizenship, participants bring potential worlds into existence, however fleetingly. From the chronicling of these ‘quasi-events’ emerges a sociolinguistics of potentiality, one which contributes to an understanding of what enables some emergent forms of life to endure and others not. The sociolinguistics of potentiality is an invitation to listen beyond and within ‘noise’ to those who inhabit discounted bodies and speak unvalued languages, to move beyond ‘community’ and ‘selfhood’ to becoming otherwise with others in projects of world-building, simultaneously prompting research which seeks to be ‘ethically otherwise’.
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| 10. |
- Stroud, Christopher, et al.
(författare)
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Decolonising Higher Education : Multilingualism, Linguistic Citizenship & Epistemic Justice
- 2020
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Rapport (refereegranskat)abstract
- This paper explores in what ways language – and multilingualism in particular – can be rethought in order to further epistemic justice. In order to situate the question of language in a broader decolonial project, it starts by critically reviewing three main strategies that have been proposed to address epistemic injustice in South African Higher Education over the last thirty years: scaffolding into colonial metropolitan languages, intellectualization and/or endogenization, and the use of translanguaging. It argues that the role of language/multilingualism in such strategies is compromised by the ‘coloniality of language’ (Veronelli 2015), that is, understandings of language inherited from the colonial project. It further advances the notion of Linguistic Citizenship (LC) (Stroud 2001, 2017) as a way of disengaging from coloniality. LC informs epistemic justice by focusing on the potential carried by language(s) for ontological refashioning of selves, socialities, and concomitant knowledges, thereby offering a way to rethink multilingualism as a transformative epistemology and methodology of difference.
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| 11. |
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| 12. |
- Tajeddin, Zia, et al.
(författare)
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Language learners' linguistic investment in ideologically framed language institutes : Forms of capital, ideology, and identity
- 2023
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Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864. ; 77
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Tidskriftsartikel (refereegranskat)abstract
- Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of investment , which combines ideology, capital , and identity , to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.
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| 13. |
- Volvach, Natalia, 1993-
(författare)
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From Words to Voids : Absencing and Haunting in Crimean Semiotic Landscapes
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis seeks to contribute to the body of ethnographically-oriented semiotic landscape research by addressing linguistic and non-linguistic signs in the landscapes of contemporary Crimea. It is based on research conducted in the region back in 2017 and 2019 after the Russian annexation but before the full-scale war against Ukraine, which started on 24 February 2022. It illuminates the ways in which the complex histories of conflict over the Crimean Peninsula are materialized in ‘absenced’ semiotic landscapes, both in the form of material effects in landscapes and as discursively realized in the narrated memories of the study participants. In this way, through a close theoretically informed analysis of absence in semiotic landscapes, this thesis illuminates the interrelationships between overwritten, erased and invisibilized voices.Each of the four studies in this thesis addresses the effects of different acts of dispossession which have led to the absencing of ethnic, linguistic and national differences in Crimea across time and space. Study I engages with multilingual representations displayed in the city of Sevastopol, illustrating the dominance of Russian discourses of nation and nationalism. Moving beyond the focus on visible signs, Study II sheds light on the invisibilized histories of Crimean Tatar territorial dispossession and displacement. By engaging with the participants’ voices, it illustrates the constructions of a space of otherwise, an indeterminate space full of potentiality and marginality that remains hidden yet persistent in Crimean landscapes. Study III engages to a greater extent with acts of struggle for voice and visibility by attending to memories of citizens’ resistance through the lens of turbulence. Finally, Study IV attempts to disentangle the materially manifested effects of absence in the landscapes. This interrogation goes beyond words and captures voids and their haunting effects on the researcher’s subjectivities. Overall, this thesis contributes to the study of absencing and haunting in Crimean semiotic landscapes, understanding them as a historically layered and yet temporally dynamic, affective and vibrant social phenomenon. As evident from the emic perspectives presented in the thesis, absenced semiotic landscapes are intricately tied to people and events, and can therefore be treated as manifestations of human displacement and dispossession. Further, an (auto)-ethnographic account shows how embodied experiences of absenced semiotic landscapes matter as they further allow the illumination of memory, space and the production of situated knowledge woven into the individual’s body and subjectivity. In sum, the thesis offers a new lens on semiotic landscapes, one that explores the mutual co-constitution of material-discursive processes hidden behind words and voids. In this way, it opens up an endless web of interconnections that informs the ways in which we make sense of social life.
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