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- 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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- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Aspects of diversity, inclusion and democracy within education and research
- 2007
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Ingår i: Scandinavian Journal of Educational Research. - London : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 51:1, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.
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| 9. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Going beyond the Great Divide : Reflections from Deaf Studies
- 2007
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Ingår i: Deaf Worlds. - Coleford : Forest Bookshop. - 1362-3125. ; 23:2, s. 69-87
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Tidskriftsartikel (refereegranskat)abstract
- This paper begins by briefly introducing the great divide in deafness reserach and the place research from educational sciences perspectives has in this field in Sweden. Subsequently, a distinction is made between institutional and research agendas vis-a-vis educational arenas. Based upon this, some recent critique raised against areas of Swedish (special) educational research is addressed. This critique has shaped some choices in the work being carried out at the research group described. This article presents an account of trends in the international Deaf educational research in the section that follows. It discusses, against this backdrop, some issues in the Swedish research before describing and qualifying the nature of research being conducted at the Deaf Studies group within the KKOM-DS research group in Örebro.
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| 10. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Handling languaging during empirical research. Ethnography as action in and across time and physical-virtual sites
- 2019
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Ingår i: Virtual Sites as Learning Spaces. Critical Issues on Languaging Research in Changing Eduscapes. Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg (red.). - Cham : Palgrave Macmillan. - 9783030269289 - 9783030269296 ; , s. 331-382
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Bokkapitel (refereegranskat)abstract
- This chapter builds upon data from different multisited ethnographic projects that have been conducted and are ongoing in different geopolitical and digital spaces. The chapter is framed within sociocultural, dialogical and decolonial perspectives which highlight that learning is a situated and distributed process where communication is collaboratively achieved. In these traditions, while the rich potentials and dimensions of human communication in concert with intellectual and material tools are recognized, attention in analysis has tended to be dominated over the decades by an “oral language bias”. The findings presented in this chapter raise epistemological and pragmatic challenges of significance to theoretical-methodological issues in the very doing of ethnographic fieldwork in general, specifically in settings where linguistic heterogeneity is the norm.
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