Pub Date : 2023-01-02DOI: 10.1080/17447143.2023.2214538
Jing Yu
ABSTRACT Using the Chinese Discourse Studies (CNDS) as a theoretical framework, this study seeks to challenge the cultural essentialism and uncritical roots of existing literature, with an aim to expose long-standing patterns of Western totalizing discourse in the field of international education research. This exploratory article explores how Chinese international students as cultural agents respond to the global pandemic and pandemic-related stereotypes. Through a critical analysis of 21 Chinese students’ narratives, this article identifies three culturally specific characteristics that pervade Chinese normative dialogues: (1) Chinese dialectics, (2) Chinese harmony, and (3) Chinese self-criticism. They are often employed to emphasize Chinese optimistic attitudes in times of crisis, avoidance of confrontation for harmonious communication, and moral character of self-introspection to conform to the social norm. This article offers new empirical evidence for the reconstruction of the Chinese paradigm of discourse studies and reveals the inappropriateness of Western scholarship for understanding non-Western linguistic and communicative events and practices. In sum, this article demonstrates that Chinese discourse studies can be a potential decolonial option to depart from deep-seated scholarship in Western intellectual supremacy and a visionary framework to advance multicultural discourses about international education against the backdrop of geopolitical tensions and anti-Asian racism.
{"title":"Understanding Chinese international students in the U.S. in Times of the COVID-19 crisis: from a Chinese discourse studies perspective","authors":"Jing Yu","doi":"10.1080/17447143.2023.2214538","DOIUrl":"https://doi.org/10.1080/17447143.2023.2214538","url":null,"abstract":"ABSTRACT Using the Chinese Discourse Studies (CNDS) as a theoretical framework, this study seeks to challenge the cultural essentialism and uncritical roots of existing literature, with an aim to expose long-standing patterns of Western totalizing discourse in the field of international education research. This exploratory article explores how Chinese international students as cultural agents respond to the global pandemic and pandemic-related stereotypes. Through a critical analysis of 21 Chinese students’ narratives, this article identifies three culturally specific characteristics that pervade Chinese normative dialogues: (1) Chinese dialectics, (2) Chinese harmony, and (3) Chinese self-criticism. They are often employed to emphasize Chinese optimistic attitudes in times of crisis, avoidance of confrontation for harmonious communication, and moral character of self-introspection to conform to the social norm. This article offers new empirical evidence for the reconstruction of the Chinese paradigm of discourse studies and reveals the inappropriateness of Western scholarship for understanding non-Western linguistic and communicative events and practices. In sum, this article demonstrates that Chinese discourse studies can be a potential decolonial option to depart from deep-seated scholarship in Western intellectual supremacy and a visionary framework to advance multicultural discourses about international education against the backdrop of geopolitical tensions and anti-Asian racism.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"18 1","pages":"45 - 61"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17447143.2023.2209053
Jasper Roe
Discourse studies as an evolving field is continuing to broach new areas and develop important novel and theoretical viewpoints while simultaneously creating opportunities to revisit existing programmes that have produced insight into discursive patterns over the previous decades. This comparative review describes two recent edited volumes which each contribute different, yet equally valuable approaches to the field of discourse studies. Each of these titles brings together a range of research and interpretive reflections in vastly different cultural contexts and social spaces, thus reflecting the breadth and depth of discourse studies and its important in a multicultural trans-disciplinary field. The first of these, Institutionality: Studies of Discursive and Material (Re-)ordering, edited by Yannik Porsché, Ronny Scholz, and Jaspal Naveel Singh, seeks to develop and operationalize a novel concept of institutionality and demonstrate its growing relevance in discourse studies, while the second, Discourse, Culture, and Organization, edited by Tomas Marttila, seeks to shed further light on the differing strands of discourse and the varying theoretical and methodological positions and traditions available to researchers, with specific focus on the Essex School. This review begins with a summary of the first volume, exploring its key themes and identifying the common subjects that run throughout the chapters, before the same is repeated for the second title and contrasts are drawn where appropriate. The review closes by re-examining the place of each of the titles and their contribution and occupied space in the field of discourse across varying cultural contexts. Both volumes are essential for discourse researchers of all levels of familiarity and experience, despite unique differences in orientation and focus.
{"title":"Towards an understanding of institutionality, culture, and organization in relation to power in discourse studies","authors":"Jasper Roe","doi":"10.1080/17447143.2023.2209053","DOIUrl":"https://doi.org/10.1080/17447143.2023.2209053","url":null,"abstract":"Discourse studies as an evolving field is continuing to broach new areas and develop important novel and theoretical viewpoints while simultaneously creating opportunities to revisit existing programmes that have produced insight into discursive patterns over the previous decades. This comparative review describes two recent edited volumes which each contribute different, yet equally valuable approaches to the field of discourse studies. Each of these titles brings together a range of research and interpretive reflections in vastly different cultural contexts and social spaces, thus reflecting the breadth and depth of discourse studies and its important in a multicultural trans-disciplinary field. The first of these, Institutionality: Studies of Discursive and Material (Re-)ordering, edited by Yannik Porsché, Ronny Scholz, and Jaspal Naveel Singh, seeks to develop and operationalize a novel concept of institutionality and demonstrate its growing relevance in discourse studies, while the second, Discourse, Culture, and Organization, edited by Tomas Marttila, seeks to shed further light on the differing strands of discourse and the varying theoretical and methodological positions and traditions available to researchers, with specific focus on the Essex School. This review begins with a summary of the first volume, exploring its key themes and identifying the common subjects that run throughout the chapters, before the same is repeated for the second title and contrasts are drawn where appropriate. The review closes by re-examining the place of each of the titles and their contribution and occupied space in the field of discourse across varying cultural contexts. Both volumes are essential for discourse researchers of all levels of familiarity and experience, despite unique differences in orientation and focus.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"18 1","pages":"78 - 86"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42232656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17447143.2023.2211568
Amanuel Elias, F. Mansouri
ABSTRACT Education has often acted as a social microcosm that reflects the growing levels of religious and cultural diversity in Australia, with educators facing the daily task of responding pedagogically and interculturally to the challenges this evolving context brings. This paper engages critically with intercultural initiatives and policies and their role in fostering inclusivity and cross-cultural understanding in education practice across Australia. It explores the discourses, policies, and curricula developments that attempt to address growing levels of diversity both within and beyond educational settings. The paper argues that policy statements and educational policies alone are not sufficient to ensure broader uptake of an intercultural pedagogic ethos. Rather, such initiatives need to be augmented by broader institutional leadership, adequate resourcing, and context-sensitive enabling strategies. This argument is corroborated by current evidence indicating that principled approaches to introducing intercultural perspectives in education require certain conditions before they can disrupt long-standing racist attitudes and exclusionary discourse. The implementation of systematic and transformative intercultural approaches in schools can create more inclusive pedagogic practices and respectful intercultural relations that transcend the boundaries of the schoolyard and extend into broader society. Targeted, long-term intercultural understanding trainings can also engender more constructive discourse within and beyond schools.
{"title":"Towards a critical transformative approach to inclusive intercultural education","authors":"Amanuel Elias, F. Mansouri","doi":"10.1080/17447143.2023.2211568","DOIUrl":"https://doi.org/10.1080/17447143.2023.2211568","url":null,"abstract":"ABSTRACT Education has often acted as a social microcosm that reflects the growing levels of religious and cultural diversity in Australia, with educators facing the daily task of responding pedagogically and interculturally to the challenges this evolving context brings. This paper engages critically with intercultural initiatives and policies and their role in fostering inclusivity and cross-cultural understanding in education practice across Australia. It explores the discourses, policies, and curricula developments that attempt to address growing levels of diversity both within and beyond educational settings. The paper argues that policy statements and educational policies alone are not sufficient to ensure broader uptake of an intercultural pedagogic ethos. Rather, such initiatives need to be augmented by broader institutional leadership, adequate resourcing, and context-sensitive enabling strategies. This argument is corroborated by current evidence indicating that principled approaches to introducing intercultural perspectives in education require certain conditions before they can disrupt long-standing racist attitudes and exclusionary discourse. The implementation of systematic and transformative intercultural approaches in schools can create more inclusive pedagogic practices and respectful intercultural relations that transcend the boundaries of the schoolyard and extend into broader society. Targeted, long-term intercultural understanding trainings can also engender more constructive discourse within and beyond schools.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"18 1","pages":"4 - 21"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48436747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2213210
S. Makoni, Cristine Severo, Ashraf Abdelhay
ABSTRACT In this epilogue we connect contemporary discussion concerning Southern epistemologies and methodologies in language studies with decolonizing Higher Education. This means that we cannot divorce Southern epistemologies from the regimes of truth that guide the modes of production, dissemination and appropriation of knowledge in the global world, which also includes the discussion concerning ethics and positionality in research. We argue that this discussion should be radically embedded in a broader political and economic context, by considering the role of neoliberalism in shaping contemporary universities.
{"title":"The politics of southern research in language studies: an epilogue","authors":"S. Makoni, Cristine Severo, Ashraf Abdelhay","doi":"10.1080/17447143.2023.2213210","DOIUrl":"https://doi.org/10.1080/17447143.2023.2213210","url":null,"abstract":"ABSTRACT In this epilogue we connect contemporary discussion concerning Southern epistemologies and methodologies in language studies with decolonizing Higher Education. This means that we cannot divorce Southern epistemologies from the regimes of truth that guide the modes of production, dissemination and appropriation of knowledge in the global world, which also includes the discussion concerning ethics and positionality in research. We argue that this discussion should be radically embedded in a broader political and economic context, by considering the role of neoliberalism in shaping contemporary universities.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"371 - 379"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This article examines ways in which Indigenous teachers and students draw on diverse language repertoires while deciphering, writing, and translating texts in multilingual educational spaces. Recent normalization of orthographies tends to homogenize indigenous languages in Mexico, while silencing and excluding actual language repertoires, thus reproducing the colonial asymmetry that has privileged Spanish only in public domains. The authors draw on data from three multilingual settings to compare languaging practices surrounding work with texts. Analysis reveals the multivocality that surfaces in speech and offers insights into the power of orality to counter the dominance of standardized spellings and meanings. Attention to oral polysemy leads students and teachers to question the standardized versions and determine better ways to render in writing their own heterogeneous language repertoires for local use.
{"title":"Voices silenced by written texts: indigenous languages encountering standardization","authors":"Susana Ayala-Reyes, Valeria Rebolledo-Angulo, Elsie Rockwell","doi":"10.1080/17447143.2022.2159965","DOIUrl":"https://doi.org/10.1080/17447143.2022.2159965","url":null,"abstract":"ABSTRACT This article examines ways in which Indigenous teachers and students draw on diverse language repertoires while deciphering, writing, and translating texts in multilingual educational spaces. Recent normalization of orthographies tends to homogenize indigenous languages in Mexico, while silencing and excluding actual language repertoires, thus reproducing the colonial asymmetry that has privileged Spanish only in public domains. The authors draw on data from three multilingual settings to compare languaging practices surrounding work with texts. Analysis reveals the multivocality that surfaces in speech and offers insights into the power of orality to counter the dominance of standardized spellings and meanings. Attention to oral polysemy leads students and teachers to question the standardized versions and determine better ways to render in writing their own heterogeneous language repertoires for local use.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"355 - 370"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2203706
Sangeeta Bagga-Gupta
ABSTRACT This paper highlights the erasures of normal-languaging and normal-diversities that mark the contemporary human condition. Its aim is to make visible North-centric assumptions regarding the nature of language by asking what, when, why and where language exists and how it plays out in global-local, analogue-digital timespaces. In particular, the study presented in this paper troubles the interrelated ‘webs-of-understandings’ regarding language, identity and culture that are embedded in both traditional concepts and neologisms. It illuminates the looped taken-for-grantedness of established and emerging discourses in the Social Sciences and Humanities. Drawing attention to boundary-markings in scholars languaging that have become naturalized, the paper critically appraises how conceptual epistemic hegemonies continue to flourish across northern-southern places-spaces. It thus, also discusses the relevance of such questions in doing research itself. Inspired by an overarching reflection on various ‘turns’ (like the multilingual-, boundary – and mobility-turns), this paper calls for moving from North-centric knowledge regimes to engaging analytically with global-centric epistemologies where gazing from a mobile-loitering stance is key. This means that this paper poses uncomfortable and revised analytical–methodological questions that potentially destabilize existing global/universal understandings related to language, identity and culture.
{"title":"Troubling circulating discourses on planet earth. Attending to complexities through a mobile-loitering gaze","authors":"Sangeeta Bagga-Gupta","doi":"10.1080/17447143.2023.2203706","DOIUrl":"https://doi.org/10.1080/17447143.2023.2203706","url":null,"abstract":"ABSTRACT This paper highlights the erasures of normal-languaging and normal-diversities that mark the contemporary human condition. Its aim is to make visible North-centric assumptions regarding the nature of language by asking what, when, why and where language exists and how it plays out in global-local, analogue-digital timespaces. In particular, the study presented in this paper troubles the interrelated ‘webs-of-understandings’ regarding language, identity and culture that are embedded in both traditional concepts and neologisms. It illuminates the looped taken-for-grantedness of established and emerging discourses in the Social Sciences and Humanities. Drawing attention to boundary-markings in scholars languaging that have become naturalized, the paper critically appraises how conceptual epistemic hegemonies continue to flourish across northern-southern places-spaces. It thus, also discusses the relevance of such questions in doing research itself. Inspired by an overarching reflection on various ‘turns’ (like the multilingual-, boundary – and mobility-turns), this paper calls for moving from North-centric knowledge regimes to engaging analytically with global-centric epistemologies where gazing from a mobile-loitering stance is key. This means that this paper poses uncomfortable and revised analytical–methodological questions that potentially destabilize existing global/universal understandings related to language, identity and culture.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"338 - 354"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43074318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2207102
Maria Bäcke
ABSTRACT Over the centuries, the contact zones of transculturation moved from colonised land to Portuguese soil and again to that of the former colonised. Power structures are diffuse as Angola again becomes a site of ‘co-presence, interaction understandings and practices within hierarchised systems of dominance’, although Portugal no longer is a colonial power. Mapping transformed relationships by using a literary analysis and the sociocognitive approach within critical discourse analysis, this paper explores four literary works by Angolan authors José Eduardo Agualusa and Ondjaki as well as six related academic articles Through text analysis, this paper explores global south/north negotiations of power and hierarchy in the literary works of Agualusa and Ondjaki and in the academic scholarship, six articles, focusing on their work. It explores how both fictional and academic texts metaphorically, or quite literally, encourage the colonisers to leave their former colonies – the settlers ought to set sail – in effect turning these texts into acts of subversion aimed at a normative global north academic context and readership.
{"title":"The global north and the global south negotiations of power: a literary discourse study of Angola’s Agualusa and Ondjaki","authors":"Maria Bäcke","doi":"10.1080/17447143.2023.2207102","DOIUrl":"https://doi.org/10.1080/17447143.2023.2207102","url":null,"abstract":"ABSTRACT Over the centuries, the contact zones of transculturation moved from colonised land to Portuguese soil and again to that of the former colonised. Power structures are diffuse as Angola again becomes a site of ‘co-presence, interaction understandings and practices within hierarchised systems of dominance’, although Portugal no longer is a colonial power. Mapping transformed relationships by using a literary analysis and the sociocognitive approach within critical discourse analysis, this paper explores four literary works by Angolan authors José Eduardo Agualusa and Ondjaki as well as six related academic articles Through text analysis, this paper explores global south/north negotiations of power and hierarchy in the literary works of Agualusa and Ondjaki and in the academic scholarship, six articles, focusing on their work. It explores how both fictional and academic texts metaphorically, or quite literally, encourage the colonisers to leave their former colonies – the settlers ought to set sail – in effect turning these texts into acts of subversion aimed at a normative global north academic context and readership.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"76 ","pages":"312 - 322"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41281719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2207094
Raquel Carinhas, M. H. Araújo e Sá, D. Moore
ABSTRACT Plurilingual education is usually viewed by its proponents as emancipatory. But is it really, and if so, how? For what kind of learning experiences, what kind of production of knowledge, what sense of identity and of community? In this contribution, we discuss collaborative inquiry and arts-based engagement as public and plurilingual pedagogy. We focus on a partnership between elementary school teachers, families, museums and university researchers established to investigate how multi-situated practices and ways of knowing can be leveraged as resources to inform our understandings of plurilingualism and plurilingual education. At the same time, we explore the role those actors can play to support engagement and reflexive inquiry through sensory and visualizing experiences in collaborative participatory research as powerful ways to cultivate reciprocity and relationality. The contribution aims to trigger a discussion about the importance of revoicing our conceptualizations of plurilingual education to include the discourses, multisensory experiences and stories of diversely situated social actors. Truthful, trustworthy pluri-dialogic and multilateral relations between partners open up a pathway to frame and claim alternative and transdisciplinary epistemologies of diversity, which can disrupt and displace the hegemonic Eurocentric matrix of Language Education.
{"title":"Re-voicing conceptualizations of plurilingual education: ‘El plurilingüismo, este concepto de … ¿cómo se puede decir?’","authors":"Raquel Carinhas, M. H. Araújo e Sá, D. Moore","doi":"10.1080/17447143.2023.2207094","DOIUrl":"https://doi.org/10.1080/17447143.2023.2207094","url":null,"abstract":"ABSTRACT Plurilingual education is usually viewed by its proponents as emancipatory. But is it really, and if so, how? For what kind of learning experiences, what kind of production of knowledge, what sense of identity and of community? In this contribution, we discuss collaborative inquiry and arts-based engagement as public and plurilingual pedagogy. We focus on a partnership between elementary school teachers, families, museums and university researchers established to investigate how multi-situated practices and ways of knowing can be leveraged as resources to inform our understandings of plurilingualism and plurilingual education. At the same time, we explore the role those actors can play to support engagement and reflexive inquiry through sensory and visualizing experiences in collaborative participatory research as powerful ways to cultivate reciprocity and relationality. The contribution aims to trigger a discussion about the importance of revoicing our conceptualizations of plurilingual education to include the discourses, multisensory experiences and stories of diversely situated social actors. Truthful, trustworthy pluri-dialogic and multilateral relations between partners open up a pathway to frame and claim alternative and transdisciplinary epistemologies of diversity, which can disrupt and displace the hegemonic Eurocentric matrix of Language Education.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"323 - 337"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42352899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2206385
I. Léglise, Sangeeta Bagga-Gupta, Ana Deumert
This paper constitutes an introduction to our special issue on Transcending circulations of southern and northern concepts: Towards mobile and dialogic perspectives on language puts the spotlight on the hegemonies and marginalizations of mainstream academic productions and the circulations of concepts in the contemporary fields that are labelled Multilingualism, Applied Linguistics, Sociolinguistics, etc. Transcending the demarcations that have emerged in the Language Sciences broadly conceptualized across time, it particularly attempts to illuminate, through different scholars’ engagements, the circulations of concepts inside and across academic circles located in various places on the planet, identified as central or marginal places of production of academic norms, including what is understood as global epistemic circuits. The editors present reflections from their own positionalities and recent trajectories as illustrative points of departure.
{"title":"Transcending circulations of southern and northern concepts: introducing mobile and dialogic perspectives on language","authors":"I. Léglise, Sangeeta Bagga-Gupta, Ana Deumert","doi":"10.1080/17447143.2023.2206385","DOIUrl":"https://doi.org/10.1080/17447143.2023.2206385","url":null,"abstract":"This paper constitutes an introduction to our special issue on Transcending circulations of southern and northern concepts: Towards mobile and dialogic perspectives on language puts the spotlight on the hegemonies and marginalizations of mainstream academic productions and the circulations of concepts in the contemporary fields that are labelled Multilingualism, Applied Linguistics, Sociolinguistics, etc. Transcending the demarcations that have emerged in the Language Sciences broadly conceptualized across time, it particularly attempts to illuminate, through different scholars’ engagements, the circulations of concepts inside and across academic circles located in various places on the planet, identified as central or marginal places of production of academic norms, including what is understood as global epistemic circuits. The editors present reflections from their own positionalities and recent trajectories as illustrative points of departure.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"273 - 283"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44633690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17447143.2023.2204840
I. Léglise
ABSTRACT Building on previous studies, this paper addresses the geopolitics of knowledge circulation in an academic field known as sociolinguistics in France, showing firstly the common erasure of research produced in the Global South and in languages other than English, and secondly the need to decolonise entire fields of research, in which analytic frameworks are mostly produced in hegemonic Global centres. As part of this special issue, we ask how far concepts rooted in Southern or non-hegemonic experiences are marginalised, co-opted or reused in academic circles in the West in general and in France in particular. As a modest epistemological contribution, this paper then focuses on two concepts – sumak kawsay/buen vivir and translanguaging – looking at their archaeology and development and at how they circulate in these fields, both in Northern and Southern academic circles. Both examples illustrate their circulation but also erasures and compartmentalisation through language.
{"title":"Circulation of concepts, compartmentalisation and erasures in Western academic circles: sumak kawsay/buen vivir and translanguaging","authors":"I. Léglise","doi":"10.1080/17447143.2023.2204840","DOIUrl":"https://doi.org/10.1080/17447143.2023.2204840","url":null,"abstract":"ABSTRACT Building on previous studies, this paper addresses the geopolitics of knowledge circulation in an academic field known as sociolinguistics in France, showing firstly the common erasure of research produced in the Global South and in languages other than English, and secondly the need to decolonise entire fields of research, in which analytic frameworks are mostly produced in hegemonic Global centres. As part of this special issue, we ask how far concepts rooted in Southern or non-hegemonic experiences are marginalised, co-opted or reused in academic circles in the West in general and in France in particular. As a modest epistemological contribution, this paper then focuses on two concepts – sumak kawsay/buen vivir and translanguaging – looking at their archaeology and development and at how they circulate in these fields, both in Northern and Southern academic circles. Both examples illustrate their circulation but also erasures and compartmentalisation through language.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"284 - 297"},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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