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1.
  • Bagga-Gupta, Sangeeta, 1962- (författare)
  • 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
  • Ingår i: Perspektiver om inkludering [Perspectives on inclusion]. - Aarhus : CURSIV, Institut for Uddannelse & Pædagogik, Aarhus Universitet..
  • Bokkapitel (övrigt vetenskapligt)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)
  • Language learners and learning language in the era of reinforced boundaries : challenging webs-of-understandings related to bilingualism ethnographically
  • 2015
  • Ingår i: -isms of Oppression in Language Education. - Berlin : Mouton de Gruyter.
  • Bokkapitel (övrigt vetenskapligt)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)
  • Challenges in (re)searching literacies in the 21st century : issues of timespace, mobility and identity-positions in the GLO-CAL North and South
  • 2015
  • 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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4.
  • Bagga-Gupta, Sangeeta, 1962- (författare)
  • Language learners and learning language in the era of reinforced boundaries challenging webs-of-understandings related to bilingualism ethnographically
  • 2015
  • 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.
5.
  • Bagga-Gupta, Sangeeta, 1962- (författare)
  • Languaging in and across virtual-irl timespaces : challenging disciplinary and methodological hegemonies through the lens of visually-oriented data
  • 2015
  • Konferensbidrag (refereegranskat)abstract
    • Current digital medial lives of young people and adults in different geopolitical spaces and a disparity of experiences within these spaces calls for systematically revisiting some problematic assumptions that frame the Communication and Cultural Sciences, particularly in the global North. With this as point of departure, I will attempt to do the following three things in my presentation. First, I will “make visible” some dimensions of the ways-of-being-with-words and cultural-tools that shape life in the 21st century. Secondly, my presentation will illustrate how analyses in and across virtual-irl timespaces allows for revisiting the ways in which language categories and identity positions have been talked-and-written-into-being since the end of the 20th century. Finally, I will present reflections regarding doing netnographic fieldwork in the 21st century. An overarching aim of this presentation is to contribute to the academic domain of (what is glossed as) bi/multilingual research from bi/multilingual multimodal perspectives.Taking both a socially oriented perspective and a decolonial framework on languaging and identity positions, my presentation will juxtapose data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis I will share will include ethnographically framed everyday life (i) data from projects that focus Web 2.0 platforms (like Youtube and facebook), (ii) data from Swedish mass-media (SVT, the national TV and print-digital newspapers) and (iii) archive and policy data related to educational institutions in Sweden. My presentation will problematizes dominating understandings of language, identity and culture generally and the organization of “special” support for “immigrant” individuals as well as “functionally disabled” young people in the global North more specifically.The analysis presented will highlight that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane use of cultural-tools, languaging or ways-of-being-with-words, or peoples engagement in “everyday bi/multilingual communication” in and across virtual-irl and media-institutional settings. I will illustrate the incongruence between individuals, institutional and mass-media accountings, as opposed to the performance of language, identity and culture in the global North. The analysis will highlight the reductionistic and problematic “webs-of-understandings” (Bagga-Gupta 2012) that frame the glossed concepts mono-bi-multilingualism and mono-bi-multiculturalism in the global North. Providing emic understandings of how accountings constitute a core dimension of “collective remembering” (Wertsch 2002) of “imagined communities” (Anderson 1991), the work presented here will illustrate “alternative voices” (Hasnain el al 2013) in the multidisciplinary fields such as Communication Studies, Cultural Studies and the Language Sciences (Bagga-Gupta 2013, 2014a, 2014b). This endeavor calls for a major shift in analytical perspectives, where a visual-orientation from ethnographically framed decolonial positions present challenges to northern hegemonies that currently frame discourses of globalization. References:Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.Bagga-Gupta, S. (2012). Challenging understandings of Bilingualism in the Language Sciences from the lens of research that focuses Social Practices. In Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu (Eds.) Learning, social interaction and diversity – exploring school practices. pp 85-102. Rotterdam: Sense.Bagga-Gupta, S. (2013). The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In Imtiaz Hasnain, Sangeeta Bagga-Gupta & Shailendra Mohan (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... pp 28-49 Newcastle-upon-Tyne: Cambridge Scholars Publishing.Bagga-Gupta, Sangeeta (2014). Languaging. Ways-of-being-with-words across Disciplinary Boundaries and Empirical Sites. In Heli Paulasto, Lea Meriläinen, Helka Riionheimo & Maria Kok (Eds). Language Contacts at the Crossroads of Disciplines. (89-130). Newcastle-upon-Tyne: Cambridge Scholars Publishing.Bagga-Gupta, S. (2014). Performing and accounting language and identity: Agency AS actors-in-(inter)action-with-tools. In P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev (Eds.) Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingual Matters.Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.
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7.
  • Bagga-Gupta, Sangeeta, 1962- (författare)
  • A common education-for-all and life-long learning? : Reflections on inclusion, equity and integration
  • 2014
  • Ingår i: Theory and methodology in international comparative classroom studies. - Kristiansand : Cappelen Damm Høyskoleforlaget. - 9788202470616 ; s. 225-243
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Two important reasons are often presented to account for the significant organizational shift at the compulsory educational level and for ways in which continuing education is conceptualized in many parts of the world in the post-World War II period. These two encompass ideologies related to a “common education-for-all” and a “life-long learning” perspective. They have had far reaching consequences for both individuals and collectives. Even though access to schooling and learning opportunities over the life-span are unevenly distributed across the globe, a major transition has occurred during the last five-six decades: doors to formal education have become a feasibility (if not a reality) for all members of society. Formal education became a possibility for groups that were previously marginalized; for instance, girls, functionally disabled, economically disadvantaged, individuals in rural areas, immigrants, etc., and for the post-school and college going sections of the population.A common education-for-all young people including the life-long learning movement are, in different ways, understood as constituting fundamental principles that many democracies currently uphold. These conceptual traditions, based upon the notions of equity and human rights, have specific implications regarding (i) what is understood as legitimate in the conceptualization of human diversity and (ii) concomitantly how teaching and learning are organized for groups that previously stood outside the educational system/s. In other words, how human difference is conceptualized has a bearing upon how communities have historically organized education and/or provision for “different” groups. In addition and more significantly, as will be argued, what is meant by learning plays an important role in how education gets organized for some groups within the framework of a “common education-for-all”.This chapter takes the discourse of equity and rights as a point of departure in order to discuss how education for different groups of young people and adults in the post-World War II period has been organized, particularly in the contexts of the global North. Issues related to human difference, the meanings subscribed to different identity categories or constructs (for instance, immigrants, functional disability and gender) and the ways in which learning for different groups gets framed is of focal interest here. My aim here (and in current academic work) is to theorize what can be termed the “didactics of inclusion-equity-integration”. Thus for instance, an interest is to understand the basis on which education for different groups has been argued for and organized. Given that learning and instruction was organized differently for different groups in the pre-World War II era, an interest here is to try and tweeze out the ways in which exclusion and segregation currently get played out, particularly in the contexts of the global North. What kinds of knowledge about human diversity are seen as important, are privileged and are made relevant in educational contexts? What understandings of learning and instruction guide the organization of education and everyday practices in educational contexts? In other words, what are the didactics of inclusion, integration and equity? These constitute some of the issues that are explored here.Reflections on the themes attended to here arise from my previous and ongoing studies across different projects. The cumulative empirical work that the present chapter draws upon can be understood in terms of different long term ethnographically oriented projects that are framed within sociocultural and postcolonial perspectives and that furthermore invite intersectional analysis. In addition to these empirically driven research projects, the issues I raise here draw upon experiences from both large scale school developmental projects and national level work for Governmental and policy organisations since the mid-1990s.
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8.
  • Gynne, Annaliina, 1980-, et al. (författare)
  • Young people's languaging and social positioning. Chaining in "bilingual" educational settings in Sweden
  • 2013
  • Ingår i: Linguistics and Education. - Elsevier. - 0898-5898. ; 24:4, s. 479-496
  • Tidskriftsartikel (refereegranskat)abstract
    • The study presented in this paper examines languaging in a “bilingual” school setting. The overall aim here is to explore young people's doing of multilingualism as well as social positioning in and through the everyday social practices where literacy is salient. Anchored in perspectives that highlight the social construction of reality, and located in the geopolitical space of Sweden, this study investigates an educational setting where Swedish and Finnish are used as the primary languages of instruction but where other linguistic varieties are present. In the paper, the analytically relevant concept of chaining is empirically illustrated through the analysis of ethnographically created data. These data include video recordings of classroom interaction and materials framed within the school diary literacy practice. The chained flow of various oral, written and multimodal varieties in human meaning-making is presented as an analytical finding.
9.
  • Bagga-Gupta, Sangeeta, 1962-, et al. (författare)
  • Accessing global communities through local resources? : a study of barriers and facilitators of first generation women users of new communication technologies
  • 2014
  • Ingår i: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization. - Mysore, India : CIIL.
  • 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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10.
  • Bagga-Gupta, Sangeeta, 1962- (författare)
  • Aspects of diversity, inclusion and democracy within education and research
  • 2007
  • Ingår i: Scandinavian Journal of Educational Research. - London : Taylor & Francis. - 0031-3831. ; 51:1, s. 1-22
  • 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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