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Bagga-Gupta, SangeetaORCID iD iconorcid.org/0000-0002-1846-858X
Publications (10 of 236) Show all publications
Bagga-Gupta, S. (2020). Identity positioning and languaging in deaf-hearing worlds: Some insights from studies of segregated and mainstream educational settings. In: I. W. Leigh & C. A. O'Brien (Ed.), Deaf identities: Exploring new frontiers (pp. 162-192). New York, NY: Oxford University Press
Open this publication in new window or tab >>Identity positioning and languaging in deaf-hearing worlds: Some insights from studies of segregated and mainstream educational settings
2020 (English)In: Deaf identities: Exploring new frontiers / [ed] I. W. Leigh & C. A. O'Brien, New York, NY: Oxford University Press, 2020, p. 162-192Chapter in book (Refereed)
Abstract [en]

In this chapter, the author, a hearing multidisciplinary scholar, uses her expertise in spoken, signed, and written languages to explore the relationships between language issues and the development of deaf identities. The research that she presents illustrates the ways in which various communication forms including spoken, signed, and written languages can shape the meaning of deaf identities. The focus is on what transpires in segregated and mainstream Swedish classrooms in terms of communication patterns and how the language variety and modality is used to influence the identity positioning of not only deaf students but also the adults who interact with them. A narrow focus on language use can lead to a homogeneous language-learner identity position. In contrast, a broader focus on language use can facilitate a heterogeneous fluid language-learning position where many ways of being deaf is facilitated.

Place, publisher, year, edition, pages
New York, NY: Oxford University Press, 2020
Keywords
language variety, identity positioning, bilingual communication, monolingualism, educational settings, languaging, chaining, monolingual
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46955 (URN)10.1093/oso/9780190887599.003.0008 (DOI)9780190887599 (ISBN)
Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S. (2019). A second wave of southern perspectives. On the situated and distributed nature of named languages, named cultures and named identities. In: : . Paper presented at GEReSH-CAM. Governance et Emergence de la Recherche en Sciences Humaines au Cambodge, Cambodia. 16-18 Oct 2019.
Open this publication in new window or tab >>A second wave of southern perspectives. On the situated and distributed nature of named languages, named cultures and named identities
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46958 (URN)
Conference
GEReSH-CAM. Governance et Emergence de la Recherche en Sciences Humaines au Cambodge, Cambodia. 16-18 Oct 2019
Note

Invited keynote. 

Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S., Laursen, H. P. & Golden, A. (2019). Bridging language, literacy and learning. In: S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta (Ed.), Reconceptualizing connections between language, learning and literacy: . Rotterdam: Springer
Open this publication in new window or tab >>Bridging language, literacy and learning
2019 (English)In: Reconceptualizing connections between language, learning and literacy / [ed] S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta, Rotterdam: Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Rotterdam: Springer, 2019
Series
Educational Linguistics, ISSN 1572-0292 ; 39
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46954 (URN)978-3-030-26993-7 (ISBN)978-3-030-26994-4 (ISBN)
Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S., Messina Dahlberg, G. & Gynne, A. (2019). Handling languaging during empirical research: Ethnography as action in and across time and physical-virtual sites. In: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg (Ed.), Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes (pp. 331-382). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Handling languaging during empirical research: Ethnography as action in and across time and physical-virtual sites
2019 (English)In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan, 2019, p. 331-382Chapter in book (Refereed)
Abstract [en]

This chapter builds upon data from different multi-sited ethnographic projects that have been conducted and are ongoing in different geopolitical and digital spaces. This 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 related to the very doing of ethnographic fieldwork and illustrate some closely related theoretical and methodological issues, specifically in settings where linguistic heterogeneity is the norm.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019
Keywords
Research methods; (N)ethnography; Analogue-Digital continua; Languaging; Data; Representation; Languaging; Reflexivity; Units of analysis
National Category
General Language Studies and Linguistics Social Anthropology
Identifiers
urn:nbn:se:hj:diva-46920 (URN)10.1007/978-3-030-26929-6_12 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Almén, L. & Bagga-Gupta, S. (2019). Inscriptions and digitalization initiatives across time in the nation-state of Sweden: The relevance of shifts and continuities in policy accounts for teachers’ work. In: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg (Ed.), Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes (pp. 27-62). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Inscriptions and digitalization initiatives across time in the nation-state of Sweden: The relevance of shifts and continuities in policy accounts for teachers’ work
2019 (English)In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan, 2019, p. 27-62Chapter in book (Refereed)
Abstract [en]

This study illuminates the political, ideological, moral and ethical driving forces behind the Swedish governmental initiative to digitalize the educational system—the Swedish Digitalization Initiative (SDI). Taking a sociocultural point of departure, policy documents are considered mediational means and have agency. Nexus analysis is the analytical lens that is deployed. Policies are analyzed according to the public consultative discourse analysis scheme. Three main findings are reported in this study:

  • The policy documents are chained, that is, one document is linked to one or more others.

  • There are three important discourses that circulate in the policy documents: digital competence, programming and an economical discourse.

  • Different policy documents have different strengths of agency, expressed rhetorically in terms of both languaging and layout.

The driving forces of SDI are politically and ideologically economical liberalism. Moral and ethical driving forces can be seen in terms of equality between women and men.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019
Keywords
Digitalization; Education; Policy documents; Nexus analysis; Discourse analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46918 (URN)10.1007/978-3-030-26929-6_2 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Bagga-Gupta, S. (Ed.). (2019). Language Studies and Deaf Studies. Theoretically framed empirical contributions on languaging inside and outside educational settings: Special issue of Deafness & Education International (Vol. 21, no. 2-3, 2019) (Vol. 21, no. 2-3ed.). Taylor & Francis
Open this publication in new window or tab >>Language Studies and Deaf Studies. Theoretically framed empirical contributions on languaging inside and outside educational settings: Special issue of Deafness & Education International (Vol. 21, no. 2-3, 2019)
2019 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Taylor & Francis, 2019 Edition: Vol. 21, no. 2-3
Series
Deafness & Education International, ISSN 1464-3154, E-ISSN 1557-069X ; 21(2-3)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46952 (URN)
Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S. (2019). Languaging across time and space in educational contexts: Language Studies and Deaf Studies. Introduction.. Deafness and Education International, 21(2-3), 65-73
Open this publication in new window or tab >>Languaging across time and space in educational contexts: Language Studies and Deaf Studies. Introduction.
2019 (English)In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 21, no 2-3, p. 65-73Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Educational Sciences Languages and Literature
Identifiers
urn:nbn:se:hj:diva-43572 (URN)10.1080/14643154.2019.1594081 (DOI)000465757000001 ()2-s2.0-85064457310 (Scopus ID)
Note

Introduction to "Language Studies and Deaf Studies. Theoretically framed empirical contributions on languaging inside and outside educational settings", Special issue, Deafness and Education International, vol. 21, no 2-3, pp 65-150 

Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S. (2019). Learning Languaging matters. Contributions to a turn-on-turn reflexivity. In: S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta (Ed.), Reconceptualizing connections between language, learning and literacy: . Rotterdam: Springer
Open this publication in new window or tab >>Learning Languaging matters. Contributions to a turn-on-turn reflexivity
2019 (English)In: Reconceptualizing connections between language, learning and literacy / [ed] S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta, Rotterdam: Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Rotterdam: Springer, 2019
Series
Educational Linguistics, ISSN 1572-0292 ; 39
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-37365 (URN)978-3-030-26993-7 (ISBN)978-3-030-26994-4 (ISBN)
Available from: 2017-09-20 Created: 2017-09-20 Last updated: 2019-12-03Bibliographically approved
Bagga-Gupta, S. & Messina Dahlberg, G. (2019). On epistemological issues in technologically infused spaces: Notes on virtual sites for learning. In: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg (Ed.), Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes (pp. 3-25). Cham: Palgrave Macmillan
Open this publication in new window or tab >>On epistemological issues in technologically infused spaces: Notes on virtual sites for learning
2019 (English)In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan, 2019, p. 3-25Chapter in book (Refereed)
Abstract [en]

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, access and participation. This chapter highlights people’s technologically infused contemporary lives—at least as these play out in global-North spaces—and the conceptual challenges involved in studying such an existence.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019
Keywords
Social action; Analogue-physical spaces; Learning; Participation; Many-ways-of-being; Performativity; Languaging; Digitalization; Technology-as-educational-panacea
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-46917 (URN)10.1007/978-3-030-26929-6_1 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2019). On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018. Deafness and Education International, 21(2-3), 74-98
Open this publication in new window or tab >>On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018
2019 (English)In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 21, no 2-3, p. 74-98Article in journal (Refereed) Published
Abstract [en]

In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies. 

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
bilingual/deaf education, chaining, fluidity, Languaging, meta-research, representations, sociocultural, Southern perspectives, adult, article, deaf education, epistemology, female, hearing impaired person, human, human experiment, language, male, nomenclature, ontology
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-43641 (URN)10.1080/14643154.2018.1561782 (DOI)000465760800001 ()2-s2.0-85063587057 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2019-05-10Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1846-858X

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