Category: Information

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Forth. Researching Identity and Interculturality (Dervin/Risager (eds)

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Introduction Fred Dervin and Karen Risager Part 1: Critical Methodologies in Researching Identity and Interculturality Introduction Fred Dervin and Karen Risager 1. Identity, Intersubjectivity and Methodology Alex Gillespie 2. Postcolonial Processes of Subjectivity and Intercultural Identities in Development Practices Heidi Bojsen 3. Interculturality in Ethnographic Practice Lise Galal 4. Re-Asserting the Identities of Non-Western Discourses Shi-Xu Part 2: Researching Identity and Interculturality in Educational Settings Introduction Fred Dervin and Karen Risager 5. Exploring Identity Development in Advanced L2 Learners through Contextualized Repertoire and Discursive Stance Mary Kathyn Malone and Celeste Kinginger6. Ethnomethodological Methods for Identity and Cultural Matters Elizabeth Stokoe and Frederick Attenborough 7. Discursive Ethnography: A Microanalytical Perspective on the Establishment and Negotiation of Cultural Identities and Cultural Performance Louise TranekjærPart 3: Researching Identity and Interculturality in Migration Introduction Fred Dervin and Karen Risager 8. Interculturality: Reconceptualising Cultural Membership and Identities Zhu Hua 9. Identity: Brought About or Brought Along? Mike Baynham 10. Power Relations and Identity: Flexibility and Fixity in Identity Repertoires Anna De Fina Part 4: New Theoretical Concepts and Reflexivity in Researching Identity and Interculturality Introduction Fred Dervin and Karen Risager 11. Transgression Concepts as Analytical Tools Birgitta Frello 12. Identity vs. Subjectivity: Different Timescales, Different Methodologies Claire Kramsch

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New article: Politics of identification in student mobility

Dervin, F. (2013). “Politics of identification in the use of lingua francas in student mobility to Finland and France”. In Kinginger, C. (ed.) Social and Cultural Aspects of Language Learning in Study Abroad. New York: Benjamins. pp. 101-125. [LL< 37] .

“Globalization, Facebook and the spread of English as a lingua franca have changed the nature and the purpose of the study abroad experience. This rich collection of empirical studies exquisitely showcases how a socially oriented applied linguistics can grasp the important social and cultural aspects of study abroad in a variety of languages and countries, and through a variety of research methodologies.”
— Claire Kramsch, University of California at Berkeley
“Study abroad was once seen as a monolithic good for what ails foreign language learners, but recent research reveals a more nuanced view indicating the extraordinary complexity of how and what students may or may not learn during a study abroad experience. This volume continues down the path of revelationby gathering original empirical investigations of study abroad experiences, each of which adds a unique layer of texture to a more accurate picture of study abroad today. Authors engage with current realities of study abroad in an international context,where language study is permeated by politics, power relations, technologies, identities, and motives. To study these dynamic contexts, researchers draw upon theoretical frameworks andresearch methodologies that examine how learners demonstrate their agency, engaging with the study abroad context tocommunicate and construct their own study abroad experiences. In my view, this very timely collection challenges foreign language teachers to consider how students can best be prepared for the complex opportunities and challenges presented by study abroad.”
— Carol A. Chapelle, Iowa State University
“Kinginger offers us an impressive collection of studies highlighting the ways in which newer sociocultural and poststructuralist approaches renew the research on study abroad. Component studies focus on diverse populations, and multiple languages and contexts, featuring innovative research methods. Social and cultural aspects are given pride of place including a fascinating section on identity and pragmatics. The reader takes away invaluable insights about the unique contributions of study abroad research to educators and applied linguists, and exciting ideas about how build on this research. This book is a gem!”
— Merrill Swain, University of Toronto
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Forth. Byrd Clark/Dervin

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CONTENTS

1. Introduction: Reflexivity in Applied Linguistics, Language and Intercultural Education Julie Byrd Clark and Fred Dervin 2. Relations of power in critical reflexive ethnography: Issues related to researching Official language instruction in Ottawa, Ontario, Canada Sylvie Lamoureux 3. Multimodal democracy in action: Reflexivity and critical language education in Occupy L.A. Christian W. Chun 4. Questioning reflexivity in multilingual and intercultural research: What research participants don’t tell the researcher and vice versa Prue Holmes 5. Reflexivity and Self-Presentation in Intercultural Encounters: Making Sense of Self and Other in a European Student Association Alex Frame 6. Weaving a method: Mobility, the senses and multiple locations as foci of research on intercultural language learning Ulrike Najar 7. “Or, just it’s my fault right?” : Language socialization and reflexivity through L2 writing feedback Jérémie Séror 8. Creating a digital text with high school dropouts in Paris, France: Reflexivity through ethnographic participant observation Eric Chauvier 9. Everyday practices, everyday pedagogies: a dialogue on critical transformations in a multilingual HK school Miguel Pérez-Milans and Carlos Soto 10. The process of becoming reflexive and intercultural: Navigating study abroad and reentry experience Jane Jackson 11. Looking Back, Crossing Boundaries, and Moving Forward: Reflexivity in Motion in Language and Literacy Learning Mark Evan Nelson and David Malinowski, Discussant Claire Kramsch 12. Conclusion Fred Dervin and Julie Byrd Clark

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New Book Series: Nordic Studies on Diversity in Education

Title: Nordic Studies on Diversity in Education

Series editors: Fred Dervin, Lars Anders Kulbrandstad and Hanna Ragnarsdóttir

Publisher: Cambridge Scholars

Like the rest of the world, the Nordic countries have become more heterogeneous than ever before. This means that Nordic educational institutions have increasing diversity in terms of origins, languages, religions/worldviews but also socio-cultural background of the different actors involved (staff, parents and students). It is well known across the world that these countries are based on a common set of fundamental values such as democracy, social justice and inclusion. Yet when it comes to the treatment of diversity, especially in education, many issues remain unresolved…

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