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Bagga-Gupta, SangeetaORCID iD iconorcid.org/0000-0002-1846-858X
Publications (10 of 227) Show all publications
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: 2019-05-13Bibliographically 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
Lindberg, Y., Sandblom, E. & Bagga-Gupta, S. (2019). Patterns of socialization into multiple academic writing spaces. On centers and peripheries. In: Book of abstracts: . Paper presented at Ethnographies of academic writing: research and pedagogy, Zaragoza, Spain, May 16-17th, 2019 (pp. 15-16).
Open this publication in new window or tab >>Patterns of socialization into multiple academic writing spaces. On centers and peripheries
2019 (English)In: Book of abstracts, 2019, p. 15-16Conference paper, Oral presentation with published abstract (Refereed)
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-45465 (URN)
Conference
Ethnographies of academic writing: research and pedagogy, Zaragoza, Spain, May 16-17th, 2019
Available from: 2019-08-07 Created: 2019-08-07 Last updated: 2019-08-07Bibliographically approved
Bagga-Gupta, S., Messina Dahlberg, G. & Lindberg, Y. (Eds.). (2019). Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes. Palgrave Macmillan
Open this publication in new window or tab >>Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes
2019 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Palgrave Macmillan, 2019. p. 384
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-45462 (URN)10.1007/978-3-030-26929-6 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Available from: 2019-08-07 Created: 2019-08-07 Last updated: 2019-08-07
Messina Dahlberg, G. & Bagga-Gupta, S. (2018). Analytical explorations on the what, where and when of language learning. In: : . Paper presented at Paper at SIG 10 and 21 EARLI conference “Connecting connected minds. Capturing the relevance of social interaction and cultural diversities in a digitalized media ecology”, Luxenbourg, 30-31 August 2018.
Open this publication in new window or tab >>Analytical explorations on the what, where and when of language learning
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-42351 (URN)
Conference
Paper at SIG 10 and 21 EARLI conference “Connecting connected minds. Capturing the relevance of social interaction and cultural diversities in a digitalized media ecology”, Luxenbourg, 30-31 August 2018
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Almén, L. & Bagga-Gupta, S. (2018). Digitalization initiatives in schools. Intersecting chains across time. In: : . Paper presented at Paper at the 5th International Media Summit. Mediamorphosis: Identity and Participation. 16-17 February 2018, Mumbai, India.
Open this publication in new window or tab >>Digitalization initiatives in schools. Intersecting chains across time
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-42359 (URN)
Conference
Paper at the 5th International Media Summit. Mediamorphosis: Identity and Participation. 16-17 February 2018, Mumbai, India
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Bagga-Gupta, S. & Messina Dahlberg, G. (2018). Disentangling conceptual webs-of-understandings. The case of neologisms Translanguaging and Nyanlända. In: : . Paper presented at Paper at the Sociolinguistics Symposium 22, Crossing Boarders: South, North, East, West, 27-30 June 2018, Auckland, New Zeeland.
Open this publication in new window or tab >>Disentangling conceptual webs-of-understandings. The case of neologisms Translanguaging and Nyanlända
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to make visible a diversifying hegemony in how language and identity issues are currently being framed in the educational sciences. Furthermore, it highlights the continuing marginalization of research across global South-North settings where social practices vis-à-vis linguistic heterogeneity are centre-staged. Finally, the paper empirically illustrates how studies of “languaging” (Jorgensen 2008, Linell 2009) and “identiting” (Bagga-Gupta 2017) across time and global North-South arenas, including digital sites, can open up alternative spaces for reframing what language and identity are and can be (Bagga-Gupta 2017, Butler 1999, Finnegan 2015, Gramling 2016, Messina Dahlberg, 2015).

Concepts like Translanguaging and Nyanlända (Swedish: “newly-arrived”) have quickly been embraced in the directives and frameworks of Swedish agencies. Similarly, with the explicit aim of promoting the distribution of knowledge about increased diversity in Swedish society, the current commission of tailored courses for teachers has seen a growing mobilization of nomenclature that targets new communicative practices. The paper traces the emergence of some central concepts in the language sciences (“bi/multi/pluri/semilingualism”, “trans/languaging”) and the literature on migration studies and globalization (“super/hyper/diversity”, “im/migrants/newly-arrived”). It illuminates the ways in which nomenclature shifts and “academic branding” (Pavlenko 2017) contribute towards (or confound) communication and diversity issues in the educational sector. Here, social practices across analogue and digital settings, where the focus is on individuals interacting with one another and tools, and where locality and spatiality are not always bound to the four walls of institutional learning settings claim analytical attention.

The study focuses upon data from ethnographical projects at the CCD research group (www.ju.se/ccd). This includes naturally occurring interactional material and textual data (current scholarship inside and outside Sweden and directives from the national bodies in charge of schools and teacher education in Sweden). Theoretically framed at the crossroads of sociocultural and decolonial perspectives, the study specifically asks how a neologism like Translanguaging (including current debates on the most appropriate translations of the concept into Swedish) differs from what is “normal languaging”, and what neologisms like Nyanländaor Super/hyperdiversity offer in comparison to “normal diversity”? What, in other words, we ask is normal languaging and normal diversity?

National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-42355 (URN)
Conference
Paper at the Sociolinguistics Symposium 22, Crossing Boarders: South, North, East, West, 27-30 June 2018, Auckland, New Zeeland
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Bagga-Gupta, S. & Weckström, P. (2018). DoIT sektorsövergripande samarbete i demokratins tjänst. Behovet av ett tredje perspektiv på delaktighet och inkludering [DoIT cross-sector cooperation for democracy. The need for a third perspective on participation and inclusion]. In: : . Paper presented at Paper at the SPARC conference “Deltagande Aktionsforskning i demokratins tjänst” [Participation action-research in the service of democracy], Botkyrka, Stockholm, Sweden, 28-29 May 2018.
Open this publication in new window or tab >>DoIT sektorsövergripande samarbete i demokratins tjänst. Behovet av ett tredje perspektiv på delaktighet och inkludering [DoIT cross-sector cooperation for democracy. The need for a third perspective on participation and inclusion]
2018 (Swedish)Conference paper, Oral presentation only (Refereed)
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hj:diva-42354 (URN)
Conference
Paper at the SPARC conference “Deltagande Aktionsforskning i demokratins tjänst” [Participation action-research in the service of democracy], Botkyrka, Stockholm, Sweden, 28-29 May 2018
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Bagga-Gupta, S. (2018). Going beyond "single grand stories" in the Language and Educational Sciences. A turn towards alternatives. Aligarh Journal of Linguistics, 8, 127-147
Open this publication in new window or tab >>Going beyond "single grand stories" in the Language and Educational Sciences. A turn towards alternatives
2018 (English)In: Aligarh Journal of Linguistics, ISSN 2249-1511, Vol. 8, p. 127-147Article in journal (Refereed) Published
Abstract [en]

At an overarching level, and the key argument I offer in this paper is the need to go beyond the “single grand story” in order to make visible, the naturalization of Northern hegemonies in how language and identity are conceptualized, and the (continuing) marginalization of studies where social actions or practices are center-staged. Building upon a conceptual critique of the continuing hegemonies of these single stories in the Language and Educational Sciences, my aim is to raise issues from and contribute conceptually towards sociocultural perspectives and decolonial studies (also called Southern Theories).

I attend to this task by firstly, center-staging analytical engagement with people’s social actions and secondly, by engaging with alternative epistemologies and issues from the global-South (Khubchandani 1997, Maldonado-Torres 2011). I take a point of departure in a sociocultural perspective on communication and participation (Linell 2009, Säljö 2005) that builds significantly upon Wittgenstein (Rorty 2006) and others’ writings on a Linguistic-Turn, and Maldonado-Torres (2011) and others’ writings on a Decolonial-Turn. Going beyond, the mirroring/ representational functions of language and drawing upon critical humanistic perspectives (Bagga-Gupta 2017a, Bagga-Gupta 2017b) allow for, I argue, asking critical (new) questions that enable the illumination of Northern hegemonies (Gramling 2016, Makoni 2012).

My vantage point for enabling this enterprise is engagements in multi-sited inter/transdisciplinary ethnographic projects in the nation-states of Sweden and India across three decades. These projects, situated at the CCD, Communication, Culture and Diversity research group (www.ju.se/ccd), have been enriched though dialogues with scholars situated in the global-South, and in particular my engagements at Aligarh Muslim University and Mumbai University in India since 2010. Key points of departure in what I call a Second Wave of Southern Theory is paying heed to the plurality of spaces within and across the global-North/South. This calls for, amongst other things, the need to accord visibility to Southern spaces in the North and Northern spaces in the South. Furthermore, key issues relate to raising questions regarding what language and identity are, where, when, why and for whom language and identity are central in contemporary human existence, including in academic explorations (Bagga-Gupta, Hansen & Feilberg 2017, Finnegan 2015).

The continuing silencing – visual, auditory, verbal, embodied – of alternative narratives regarding “normal” human communication and “normal” diversity on the one hand, and the continuing hegemonies of boundary-marked and -marking global-North epistemologies on the other hand, constitute the tension grounds that emerge in analysis of mundane language-use or languaging in face-to-face, digital and text-based interactions from the projects at CCD. This calls for the need to break the silence of the circularity and taken-for-grantedness of single grand stories regarding the nature of language and identity, including the need to engage with alternative conceptual framings.

Place, publisher, year, edition, pages
Aligarh Muslim University, 2018
Keywords
Languaging, Language Studies, Educational Sciences, Silencing, Representations, Alternativeturn, Southern Theory
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-42343 (URN)PP HLK 2018 (Local ID)PP HLK 2018 (Archive number)PP HLK 2018 (OAI)
Available from: 2018-12-18 Created: 2018-12-18 Last updated: 2019-08-09Bibliographically approved
Bagga-Gupta, S., Messina Dahlberg, G. & Winther, Y. (2018). Issues and challenges for whom in higher education-for-all? Disabling and Enabling technologies for learning. In: : . Paper presented at Paper at Forskning om högre utbildning [Research on higher education], Lund, Sweden, 15-16 May 2018.
Open this publication in new window or tab >>Issues and challenges for whom in higher education-for-all? Disabling and Enabling technologies for learning
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Languages and Literature
Identifiers
urn:nbn:se:hj:diva-42357 (URN)
Conference
Paper at Forskning om högre utbildning [Research on higher education], Lund, Sweden, 15-16 May 2018
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1846-858X

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