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Researching 21st century institutional trajectories
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).ORCID iD: 0000-0002-1846-858X
2019 (English)In: Book of abstract: EARLI 2019, 2019, p. 1-2Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

21st century mobilities across and within Northern and Southern places and spaces call for according visibility to the global circulation of discourses with the specific intent of (re)viewing conceptual “webs-of-understandings” that mark and perpetuate the continuing naturalization of North-centric hegemonies on the one hand and enabling ways of widening dialogical apertures in the Educational Sciences on the other hand. This paper offers analytical reflections vis-à-vis recent (re)discoveries of the performative dimensions of “languaging” in North-centric places, highlighting how these conceptualizations appropriate what is “normal diversity” and “normal languaging” in Southern places while continuing to exclude South-centric conceptual framings. It also calls attention to the compartmentalized disciplinary domains in which these discussions take place. Such theorizing can be understood as a Second Wave of Southern Perspectives that center-stages identity-diversity and linguistic-diversity across Northern and Southern places and spaces, highlighting the need to globalize dialogues within the Educational Sciences and Language Studies. Inspired by a more overarching “turn towards turns” (Bagga-Gupta 2019) in general, and a linguistic-, boundary- and decolonial-turn more specifically, this paper thus center-stages issues related to the need for destabilizing North-centric knowledge regimes and 1 engaging analytically with global-centric alternative epistemologies where Southern framings and scholarship are brought into conversations. Here challenges of researching children and adults’ trajectories across institutional settings in the 21st century appear to be imprisoned in 20 th century educational conceptual framings.

Place, publisher, year, edition, pages
2019. p. 1-2
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-46956OAI: oai:DiVA.org:hj-46956DiVA, id: diva2:1374944
Conference
18th Biennial EARLI Conference, EARLI 2019, Aachen, Germany, 12-16 August, 2019
Note

Paper in the EARLI SIG 21 invited symposium “Widening participation? (Re)searching ‘openness’ and flexibility’ in the institutional pathways of participation/transitions in and across educational practices for ‘marginalized groups’. 

Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved

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Bagga-Gupta, Sangeeta

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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  • de-DE
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  • nn-NB
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More languages
Output format
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