| 1. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Om att ”göra det omöjliga möjligt” och att ”brinna för kultur, ungdomar och kaffe”. [About ”making possible the impossible” and ”burning for culture, young people and coffee”] : en tredje position i samtal om inklusion och kritiska tankar kring representations-didaktik. [A third position in conversations about inclusion and critical thoughts about representational-didactics]
- 2015
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Ingår i: Perspektiver om inkludering [Perspectives on inclusion]. - Aarhus : CURSIV, Institut for Uddannelse & Pædagogik, Aarhus Universitet..
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Bokkapitel (refereegranskat)abstract
- Integrering, inkludering, jämställdhet och likvärdighet konstituerar fundamentala idéer inom ramen för demokratisering i stort i samhället och dess institutioner. Verksamheter som ungdomsskola, högskola, teater, vård, riksdag, mm men även arenor som professionsutbildningar och forskning (särskild inom tvärvetenskapliga fält såsom utbildningsvetenskap och vård och habilitering) är viktiga i detta sammanhang. Hur gränsdragningar sker i samtliga dessa arenor – skola, politik, vård, lärarutbildningen och inte minst forskning – spelar en viktig roll i vilka identiteter uppmärksammas som i längden har relevans för inklusion och det som jag kallar representations-didaktik.Tankar om pluralism och likvärdighet i ett samhället-för-alla, en-skola-för-alla och kultur-för-alla bygger på en grundläggande demokratisk idé om allas lika värde i dagens globaliserade tillvaro. Utbildningens nya kontext (och därmed även forskning om utbildningen i stort) i dagens globaliserade tillvaro utgör en dramatisk förändring som har konsekvenser för socialt liv och den mänskliga gemenskapen – från en möjlighet för några till en möjlighet för alla och från en kontext för en viss åldersgrupp till en kontext där hela livet innefattas. Även om de olika kulturella utrycksformer – dans, teater, musik, konst, mm – och dess konsumtion anses vara något för alla, förblir dessa stark begränsade till vissa i samhället. Det samma kan sägas om samhällets beslutsfattande institutioner i ”representativa demokratier”. Medan organ som riksdag, kommun fullmäktige, mm väls av alla och förväntas representera alla, finns det fortfarande en snäv representation av olikhet i dessa världen över.Den här artikeln tar avstamp i den forskningsverksamhet som jag ansvarar för inom ramen för det tvärvetenskapliga nätverket CCD (se www.oru.se/humes/ccd) och min egen forskning i såväl den globala Nord som den globala Syd (se www.oru.se/humes/sangeeta_bagga-gupta). Jag kommer, utifrån ett dekolonialt perspektiv och ett sociokulturellt ramverk kring människans kommunikation, lärande och identitet, specifikt att diskutera de föreställningar (eller metaforer) kring ”inkludering” och ”segregering” som vi lever med och som skapar förutsättningar för barn, unga och vuxna i en mängd olika institutionaliserade verksamheter. I artikeln tar jag upp exempel från mina projekt för att illustrera att våra uppfattningar om mänsklig identitet, mångfald och extrem-mångfald (En: super-diversity), inklusive ”en påhittad praxisgemenskap” (En: imaginary community, Andersson 1996), spelar en avgörande roll för samhällets planering och insatser för integrering, inkludering, jämställdhet och likvärdighet. I artikeln presenterar jag kort utgångspunkter som kännetecknar den härskande dikotomi inkludering-segregering, för att därefter gå vidare till ett tredje perspektiv kring människan och hennes potential till deltaganden i praxisgemenskaper. Jag argumenterar att det är väsentlig att gå bortom denna dikotomi såväl metaforisk som i hur samhället organiserar deltagande i sina institutioner. Jag introducerar en tredje position i samtalet om mänsklig gemenskap där omvänt-inklusion och representations-didaktik möjliggör nya föreställningar och institutionella ordningar när det gäller ett samhället-för-alla, en-skola-för-alla och kultur-för-alla.
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| 2. |
- 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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Ingår i: -isms of Oppression in Language Education. - Berlin : Mouton de Gruyter.
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Bokkapitel (refereegranskat)abstract
- This empirically driven multidisciplinary study takes a socioculturally oriented decolonial perspective on language, identity and learning. It is framed in the intersections of Communication Studies, Literacy Studies and Educational Sciences traditions on the one hand, and the identity research domains of Deaf Studies and Gender Studies on the other. An overarching aim is to present explorations of bi/multilingualism from bi/multilingual multimodal perspectives. Focusing the ways in which individuals’ language, in public spaces, schools or work spaces, makes visible the performative work that participants (and institutions) “do” with semiotic resources. Language is empirically accounted for not as the sole property of an individual, community or geopolitical state, but rather as an intrinsic performatory dimension of both interlinked language varieties and modalities and humans in concert with tools in face-to-face, textually and digitally mediated spaces. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing dominant hegemonic epistemologies related to language, identity and learning. Alternative decolonial vantage positions together with multisite, multi-scale data (like diaries, field-notes, video-data, narrative biographies, language curricula and archive data across time) from ethnographic projects at the Communication, Culture and Diversity, CCD research group at Örebro University, Sweden have enabled center staging “isms” that currently collate towards reinforcing oppressive boundaries and producing newer web-of-understandings in the Language and Educational Sciences. Together with an oral language bias in academic reporting these webs-of-understandings reinforce dominant monolingual-monomodality positions in addition to monological essentialistic colonial perspectives on language, identity and learning. The analysis highlights that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane languaging or ways-of-being-with-words, or peoples engagement in everyday “bi/multilingual communication” inside and outside institutional settings. The findings have major relevance for reframing both educational as well as societal agendas in the global North, but also South.
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| 3. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Contemporary issues of languaging, participation and ways-of-being
- 2022
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Ingår i: Bandung. - : Brill Academic Publishers. - 2590-0013 .- 2198-3534. ; 9:1-2, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper introduces the theme of Languaging, Diversity and Democracy. Contemporary issues of participation and ways-of-being and positions the 12 individual papers that constitute the 2022 double special issue of Bandung: Journal of the Global South. Its interest lies in contributing to knowledge that is relevant for contemporary human challenges related to issues of mobility, digitalization, and communication in and across different geopolitical regions across the planet and across virtual-physical spaces. Raising concerns regarding universalizing tendencies of special issues (and collected volumes generally), and based on the premise that what kind of knowledge matters is tied up with the issue of whose knowledge and in what named-language this knowledge matters, this paper raises critical queries that focus on the narrators positionality and gaze, the composition of scholarly narratives, the flow of narratives, what vocabularies circulate in frontline scholarship, including the organization of special issues, etc. Drawing attention to the universalizing Euro/America-centrism that shapes what counts as knowledge, the paper draws attention to the taken-for-grantedness of what counts as international languages of publishing which eclipses alternative epistemologies, ways-of-thinking and ways-of-being. It argues that by taking such issues as inspiration in the curation and editing of this double special issue, participatory processes and ways-of-being enabled a contribution to the doing of democracy and diversity in the scholarly enterprise. Such work of democratizing academic publication work calls for unlearning to learn that is closely related to the theme explored in the double special issue. Aligning with analogue-digital languaging in contemporary existence, the paper also traces the journey of how this double special issue has come into being.
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| 4. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Accessing global communities through local resources? : a study of barriers and facilitators of first generation women users of new communication technologies
- 2014
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Ingår i: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization. - Mysore, India : CIIL.
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Konferensbidrag (refereegranskat)abstract
- India has witnessed a massive transformation in the development and use of information technology in the last decade. The way technology is experienced however, varies; and social class, gender, and age are prominent parameters that frame its use. The present study focuses the spaces of Mumbai Mobile Creches (MMC)[1] – a not for profit organization which works towards ensuring nutrition, health, and safety of migrant families and their children who spend their lives on construction sites in the mega-city of Mumbai. MMC operates day care centres on 25-30 construction sites where trained early childhood care givers, teachers and attached professional staff, including volunteers, deliver a large range of services including qualified crèches, preschools and educational facilities for children between birth and 14 years of age. Currently, 40% women workers at these centers are made up of members of construction workers’ communities. While these women execute a range of tasks creatively and under very challenging conditions, limited exposure and competencies in the use of English restricts their use of digital technologies, including web media. It is these women who constitute the first generation of technology users that this study focuses upon. The study explores the access and reported experiences of women first generation digital users. It aims to understand barriers and facilitators for access to new technologies among these women, what significance these have for them, the role/s these play in shaping their sense of self and role of gender and age in technology use. The main research questions include: How does access to and engagement with new communication technologies look like in the lives of first generation women users in mega-city hubs in present times of flux? How do issues of access shape women first generation users lives? In what arenas do women from the middle and lower economic strata in a mega-city context in India have access to new communication technologies? What do their life trajectories look like and what, if anything, can we learn about development from this type of collaborative research?The following empirical materials have been specifically used in this study. In-depth case studies with adult women first generation new technology users based upon a series of audio-recorded conversations and written daily records maintained by the women, video-documentation of Sakhi empowerment monthly meetings, minutes of the Sakhi meetings, and MMC annual reports across two decades, 2000-2014.This paper empirically supports often sighted association between women’s entry into workforce and their empowerment. Nuances of the gender role expectations in use of technology and empowerment of women are focused. Empowerment of women emerges as a complex process wherein women transgress some aspects of traditional gender roles while continuing to be framed by others. LanDpost is concerned with intersections of language, gender, and media in an increasingly digital world. The present study illuminates the role digital media and language play in the access to and use of new technologies, including web media and how access to these shapes adult, first generation users lives.[1]http://www.mumbaimobilecreches.org/aboutus.htm
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| 5. |
- 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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| 6. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Center-staging decolonial and southern thinking for hopeful epistemic-existentially sustainable futures
- 2024
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Ingår i: Bandung. - : Brill Academic Publishers. - 2590-0013 .- 2198-3534. ; 11:2, s. 403-423
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Tidskriftsartikel (refereegranskat)abstract
- The essay presented in this paper constitutes a reflection based on my explorations of transcending siloed academic areas from Southern or Decolonial frameworks generally and on my reading of the 572-page, 2023 volume Decolonizing The Mind. A guide to decolonial theory and practice by Sandew Hira published by Amrit Publishers more specifically. Aligning with emerging discussions regarding the need to trouble the colonially framed ways of mainstream academia and academic writing itself, I - like an increasing number of scholars, including Sandew Hira - attempt to present these reflections in what may appear as unconventional writing. This paper is organized in six sections that talk to the human condition across the territories of the contemporary planet based on situating and historicizing its narrative as a response to emerging decolonial waves that have so far marked academic settings differently across the global North and the global South, including my open-ended reading of Sandew Hira's 2023 volume. In lieu of a standard summary, this reflective paper functions as an expanded teaser to the volumes rich and troubling offerings.
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| 7. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Challenges in (re)searching literacies in the 21st century : issues of timespace, mobility and identity-positions in the GLO-CAL North and South
- 2015
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Konferensbidrag (refereegranskat)abstract
- Issues related to time and space explicitly or implicitly frame ways in which identity and language broadly, and literacy specifically get (re)searched. This study explicates challenges related to space – here, there and the virtual, mobility – across time and space (both geographical and virtually), and identity-positions through empirical examples from on-going ethnographically framed research in the Global North and South. Taking both a socially oriented perspective and a decolonial framework on language and identity, this contribution juxtaposes data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis builds upon (i) video-recordings of mundane activities, (ii) data-prompted discussions and (iii) archives and policy related to institutions in Sweden and Mumbai, India where individuals have access to and engage with a number of language varieties including their written modalities. Fieldwork in the projects raise important issues related to globalization and the very doing of researchRecent shifts in media and digital spaces have created new conditions for the human condition. For instance, how people engage with information, the visual, the written, the cultural; how they find, engage with, experience the written word and other cultural and intellectual tools. Everyday life across spaces, including the disparity of experiences between individuals and groups calls for systematically revisiting some central areas in the educational and social sciences. Flexibility and the hybridity of languaging in physical as well as digital spaces are afforded by the glo-cal nature of linguistic landscapes. Here processes of identity are shaped by the transnational, multilingual and glo-cal nature of participation both inside and outside institutional settings. These linguistic landscapes enable the creation of physical as well as symbolic relationships, enabling glo-cal states and experiences.I attend to the following issues: (i) illustrate some important challenges of doing fieldwork in present times; (ii) raise issues related to individual actors talk and institutional accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other; (iii) illustrate the chained ecology and hybridity of communication and use of technologies in vastly different geopolitical physical and virtual spaces (ie. make visible the active work that participants and institutions “do” with symbols and artifacts through detailed descriptions of naturally occurring communication and interactions across time and space); and (iv) illustrate the ways in which multimodal analysis allows for revisiting dimensions of language socialization and identity-positions which get accounted for not as the sole property of individuals or as distinct bounded entities, but rather in terms of intrinsic performatory hybrid dimensions of individuals-cum-technologies-in-concert-across-time-and-space.
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| 8. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Decolonizing scholars’ methodological stances based upon Second Wave of Southern Perspectives
- 2021
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Ingår i: Abstracts Booklet. ; , s. 26-26
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Konferensbidrag (refereegranskat)abstract
- Built upon alternative epistemologies and going beyond straight-jacket methodologies, this study juxtaposes four cases across geopolitical time spaces with the intent to (i) discuss trans methodological framings, and through these (ii) unpack the role that boundaries and liminality play in the constitution of what is glossed as human and collective language and identity. We argue that a researcher’s mobile gaze is highly relevant in making visible and troubling processes that contribute to the re-enforcing naturalization of archaic conceptualizations pertaining to not only language, identity, nation-spaces, but also nationalism. Applying a SWaSP, Second Wave of Southern Perspective framing, the paper troubles mainstream methodologies and epistemologies and engages with peoples mobilities (including the scholars mobile gaze) and the processes of boundary creations across time and the global-North/South by including the South in the North and the North in the South. We gaze analytically at (i) Sápmi across northern Scandinavia and Russia; (ii) Nagalim in the tri-junction area of the eastern parts of India, Myanmar and China; (iii) massive displacements that ensued during the violent emergence of the nation-spaces of India and (West) Pakistan through the creation of the Radcliffe Line in 1947; and (iv) the urban to rural Pandemic induced exodus across the internal boundaries of the nation-spaces of India in post-March 2020. Conceptualizations that build upon the materiality of and the boundary-marked nature of language, identity, and nation-spaces (and their populations), salient features across these four cases, are also – we argue – etched in mainstream scholarship despite having been challenged through historical, philosophical, and empirical explorations. SWaSP’s reflexive tenets call attention to the cost of disruptions, the counter-flows related to colonially marked mobilities in disentangling analytical engagement as a trans methodological stance. This builds on the scholar’s mobile gaze at the entanglements of time-spaces, vocabularies, epistemology-methodology and positionalities.
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