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- 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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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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On Epistemological Issues in Technologically Infused spaces. Notes on Virtual Sites for Learning
- 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. 3-25
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Bokkapitel (refereegranskat)abstract
- This chapter focuses upon the omnipresent nature of learning across arenas that are glossed as virtual/digital/online and physical/analogue/offline. It analytically argues for the need to go beyond the normative taken-for-granted nature of the affordances of digitalization in education – both as far as learning is concerned and issues of inclusion. The chapter highlights peoples technologically infused contemporary lives – at least as these play out in global-North spaces – and the conceptual challenges involved in studying such an existence.
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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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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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- 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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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Equity and social justice for whom and by whom in contemporary Swedish higher and adult education
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 82-110
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.
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- 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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Konferensbidrag (refereegranskat)abstract
- Framed in sociocultural and post/decolonial perspectives, this multidisciplinary multi-site study focuses issues related to globalization and learning in the global North and South. Based upon analysis of different data sets from three ethnographic projects, this paper focuses individuals and institutions accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other. Furthermore, by using different representational techniques, the paper revisits dimensions of learning language and identity-positions inside and outside institutional settings. Language and identity get accounted for as intrinsic performatory hybrid dimensions of individuals-in-concert-with-tools from bi/multilingual perspectives.
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| 10. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Learning on-the-go in institutional telecollaboration : Anthropological perspectives on the boundaries of digital spaces
- 2015
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Ingår i: Researching Language Learner Interaction Online. - Texas State University : CALICO. - 9780996316507
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Bokkapitel (refereegranskat)abstract
- As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.[1]www.oru.se/humus/ccd/
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