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Bagga-Gupta, SangeetaORCID iD iconorcid.org/0000-0002-1846-858X
Publications (10 of 249) Show all publications
Almén, L., Bagga-Gupta, S. & Bjursell, C. (2020). Access to and accounts of using digital tools in Swedish secondary grades: An exploratory study. Journal of Information Technology Education: Research, 19, 287-314
Open this publication in new window or tab >>Access to and accounts of using digital tools in Swedish secondary grades: An exploratory study
2020 (English)In: Journal of Information Technology Education: Research, ISSN 1547-9714, Vol. 19, p. 287-314Article in journal (Refereed) Published
Abstract [en]

Aim/Purpose

The aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education.

Background

While computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices.

Methodology

The study is part of a larger ethnographic project, focusing on agency at all levels with respect to digitalization in schools. The present exploratory study is built primarily on interviews with 31 secondary school students at five different schools (15 girls and 16 boys). The analytical framework was a Nexus Analysis, focusing on discourses in place.

Contribution

The paper shows how digital tools are conceptualized as being formed by and fitted into the traditions and habits of the institution, rather than acting as a transformative force to change knowledge formation practices in schools.

Findings

From the students’ narrative accounts, the following key themes emerge: (1) Action in contexts, (2) Agency in contexts, and (3) Equality in contexts. The first deals with the use of digital tools in school and the interaction order as it is accounted for in the use of digital tools in schools. The second frames human agency with regards to usage of digital tools and how agency fluctuates in interaction. The third deals with the compensating role digital tools are supposed to play for students who are identified with special needs and for students with divergent backgrounds, especially socioeconomic standards.

Recommendations for Practitioners

For teachers, the recommendation is to engage in dialogue with the stu-dents on how and when to use digital tools and the affordances and con-straints involved from a student’s point of view.For school leaders, the recommendation is to review how organizational structures, culture, and processes hinder or support the development of new practices in digitalization processes.

Recommendation for Researchers

The three key themes that emerged in this study emphasize the need to reflect upon how a panopticon view of contemporary classrooms can be challenged. Involving students in this work is recommended as a means to anchor ideas and results.

Impact on Society

This study is part of a larger project at Jönköping University, focusing on agency at all levels with respect to digitalization in schools. The overall goal is to increase our understanding of how to improve digitalization and implementation processes in schools.

Future Research

Future studies that address digital technologies in schools need to pay special attention to the interaction between students, teachers, and various kinds of tools to map the nature of the education process, with the aim of challenging the panopticon view of the classroom. Future studies need to focus upon processes themselves, rather than accounts of processes.

Place, publisher, year, edition, pages
Informing Science Institute, 2020
Keywords
digital tools, nexus analysis, secondary school, digitalization, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48731 (URN)10.28945/4550 (DOI)KOA HLK 2020 (Local ID)KOA HLK 2020 (Archive number)KOA HLK 2020 (OAI)
Note

This study is a part of Digitalization Initiatives, and Practices (DIP) research project. Project DIP, a part of Communication, Culture and Diversity (CCD) research platform at the University of Jönköping, is an ethnographic project, focusing on agency at all levels with respect to digitalization in schools.

Available from: 2020-06-03 Created: 2020-06-03 Last updated: 2020-06-03Bibliographically approved
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. & Weckström, P. (2020). On 3rd positions in democratic contexts: An education-for-all, culture-for-all and a society-for-all. Jönköping: Jönköping University, School of Education and Communication
Open this publication in new window or tab >>On 3rd positions in democratic contexts: An education-for-all, culture-for-all and a society-for-all
2020 (English)Report (Other academic)
Alternative title[sv]
Om 3:e positioner i demokratiska kontexter : En-utbildning-för-alla, kultur-för-alla och ett samhälle-för-alla
Place, publisher, year, edition, pages
Jönköping: Jönköping University, School of Education and Communication, 2020. p. 111
Series
Forskningsrapporter från Högskolan för lärande och kommunikation ; 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48145 (URN)978-91-88339-22-5 (ISBN)
Note

From forword: This report presents two articles, each of which is made available first in English and then in Swedish. The articles build upon presentations that the authors made at the ICDC, International Conference on Dis/ability Communication, held in January 2017 in Uttan, Maharashtra, India.

Available from: 2020-04-16 Created: 2020-04-16 Last updated: 2020-04-16Bibliographically 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. (2019). Academic Social Responsibility. On thinking freely and recognizing alternatives. In: : . Paper presented at 6th International Media Summit. Media Integrity. 14-16 Feb 2019, Mumbai, India.
Open this publication in new window or tab >>Academic Social Responsibility. On thinking freely and recognizing alternatives
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47348 (URN)
Conference
6th International Media Summit. Media Integrity. 14-16 Feb 2019, Mumbai, India
Note

Invited keynote.

Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically 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. & Vigmo, S. (2019). Equity and social justice for whom and by whom in contemporary higher education. Mapping policies of inclusion/integration in the nation-state of Sweden. In: : . Paper presented at Praxis Symposium: Praxis in Higher Education with a focus on the Nordic Context, University of Borås, Sweden, 22-23 May 2019.
Open this publication in new window or tab >>Equity and social justice for whom and by whom in contemporary higher education. Mapping policies of inclusion/integration in the nation-state of Sweden
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47344 (URN)
Conference
Praxis Symposium: Praxis in Higher Education with a focus on the Nordic Context, University of Borås, Sweden, 22-23 May 2019
Note

Paper session.

Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically 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
Bagga-Gupta, S. (2019). Hållbar Forskning. Kunskapsregimer och kunskapsmångfald [Sustainable Research. Knowledge regimes and knowledge diversity]. In: : . Paper presented at SPARC konferens och årsmöte, "Deltagande Aktionsforskning och kunskapsdemokratin", 24 maj 2019, Stockholm, Sverige.
Open this publication in new window or tab >>Hållbar Forskning. Kunskapsregimer och kunskapsmångfald [Sustainable Research. Knowledge regimes and knowledge diversity]
2019 (Swedish)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47343 (URN)
Conference
SPARC konferens och årsmöte, "Deltagande Aktionsforskning och kunskapsdemokratin", 24 maj 2019, Stockholm, Sverige
Note

Paper at the SPARC conference "Participation action-research in the service of democracy", Stockholm, 24 May, 2019.

Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-13Bibliographically 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
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1846-858X

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