Newly-Available Open Access Backlist Titles

Towards the end of 2023 we announced our new Open Access Fund and following on from that we are delighted to tell you that we have made five of our backlist titles available as Open Access publications. All five are available under creative commons license CC BY-NC-ND.

The titles are:

Multilingual Matters

• Rethinking Language Use in Digital Africa edited by Leketi Makalela and Goodith White (2021)
• Multilingual Online Academic Collaborations as Resistance edited by Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps (2020)
• Choosing a Mother Tongue by Corinne A. Seals (2020)
• English Language Teaching in South America edited by Lía D. Kamhi-Stein, Gabriel Díaz Maggioli and Luciana C. de Oliveira (2017)

Channel View Publications

• Femininities in the Field edited by Brooke A. Porter and Heike A. Schänzel (2018)

These titles will be permanently available to download with no access restrictions or paywalls via our website using the Download For Free button.

If you have any questions about our Open Access titles, please don’t hesitate to contact us at info@channelviewpublications.com.

How Can We Meet the Language Learning Needs of Refugees?

We will soon be publishing Meeting the Needs of Reunited Refugee Families by Sarah Cox. In this post Sarah introduces her book.

This book explores the gap between policy, practice and academic literature within language learning for refugees. Both policy and academic literature recognise the benefits of multilingual approaches to language learning, however language classes are often based on monolingual pedagogies which centre on the need to use the target language as much as possible.

The book explores the language learning needs of a small group of refugee women and their children who had recently arrived in Scotland through family reunion. The book is based on a 5-month teaching study, using critical participatory action research to develop a multilingual approach, which combined translanguaging principles (where people use all their linguistic resources to learn) with decolonising methodology. The book is set within the context of arrival in the host community which is often a period of disorientation and profound change.

To draw the recommendations for multilingual approaches into teaching practice, rather than teaching and researching solely in English, I became a learner of the participants’ languages (Tigrinya, Tamil, Farsi and Arabic) to explore how teachers and researchers might use a multilingual approach even when they don’t speak the same languages as their learners/research participants. The translanguaging ‘stance’ we adopted meant embracing an openness to other languages and using them as much as possible in the research. In the book I talk about how this approach can be part of ‘linguistic hospitality’ which complements the principle of two-way, mutual integration laid out in Scotland’s New Scots Refugee Integration Strategy.

The book centres on three key findings:

1. The first is that decolonial, collaborative learner/teacher relationships bring particular benefits in terms of empowerment and confidence-building for refugee women during the initial stages of refugee arrival. These relationships were enhanced by the shift of power created by the teacher participating as a learner and by researching and teaching multilingually.
2. The second is the importance of the physical environment and the connections people have with their new physical surroundings as they develop a sense of belonging. In the book I draw on ecological approaches to language education and human geography to illustrate language learning as orientation to a new physical environment in a human and embodied way.
3. Thirdly I explore the ‘languaging’ within ‘translanguaging’ as a two-way dialogical process which valorises the full linguistic repertoire and encourages learners and teachers to draw on all their linguistic resources to learn. I consider ways that learners’ home languages can be harnessed in the classroom and detail our experiences of using translanguaging pedagogy. We found multilingual strategies brought particular benefits at the very beginning of learning English so soon after arrival.

The book illustrates how policy, practice and theory might be brought closer together as part of a decolonial approach to language teaching that shifts the balance of power in the classroom, repositions the roles of teacher / researcher and learner / participant and addresses inequality between languages by reducing the dominance of English. The themes of mutual integration and language learning as solidarity are at the heart of the book.

I hope the book will be relevant for anyone interested in ESOL, refugee integration, language teaching, language policy or researching multilingually.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

Decoloniality, Language, Race and Southern Epistemologies

This month we are publishing Decolonial Voices, Language and Race edited by Sinfree Makoni, Magda Madany-Saá, Bassey E. Antia and Rafael Lomeu Gomes. In this post the editors explain how the book came together and introduce the new series that it’s part of, Global Forum on Southern Epistemologies.

Decolonial Voices, Language and Race

This book is based on a series of individual interviews with some of the most original thinkers and scholars who have researched the areas of decoloniality, language, race, and Southern Epistemologies. It gives insight into how the seasoned authors have written about these topics and documents their interaction with the editors of the book and the participants of the Global Virtual Forum. Apart from the five conversational chapters, the book contains a Foreword (by Prof. Alastair Pennycook), an Introduction in which the co-editors present personal vignettes and methodological reflections about the production of the volume, and an Epilogue authored by co-editor Prof. Bassey E. Antia. This book is part of the Global Virtual Forum, which is an open and politically engaged virtual space.

Global Virtual Forum: ‘Shifting the Geography of Reason’

The Global Virtual Forum — led by Prof. Sinfree Makoni and co-organised by Prof. Bassey E. Antia, Kim Hansen, Rafael Lomeu Gomes, Magda Madany-Saá, Chanel van der Merwe, Višnja Milojičić, and Phoebe Quaynor — is a convivial space of robust engagement with knowledge-making and knowledges about/on/in/from/with the Global South(s). It fosters collegiality and dialogue, using the technologies essential to productivity during the pandemic that have served our collective benefit. As such, it has engaged a truly global and multicultural audience, united not by discipline but by a search for complementary and alternative perspectives to the prevailing epistemological orthodoxies. Video recordings of sessions of the Forum can be found on the Pennsylvania State University African Studies Program YouTube channel.

Critical Reception of the Forum

“The Global Forum has been to me a much-needed breath of fresh intellectual air. No ego performance, just the pleasure of thinking together in the most constructive and collaborative manner. This is how I have always envisioned academic work but never experienced it until now.”

Cécile Vigouroux
Simon Fraser University
Editor, Language, Culture and Society

“‘Every generation has its mission to fulfil or betray’, wrote the great Frantz Fanon. The Forum is playing a crucial role in fulfilling the mission of bringing truth to an age marked by tendencies to leap into the arms of pleasing falsehoods instead of embracing displeasing truths.”

Lewis Gordon
Professor and Head of Philosophy at UCONN-Storrs; Honorary President, Global Center for Advanced Studies; Honorary Professor, Unit for the Humanities at Rhodes University (UHURU), South Africa; Visiting Professor, University of Johannesburg, South Africa; and Chairperson of the Awards Committee, Caribbean Philosophical Association

“I appreciate very much the fact that the Penn State Global Forum has made so evident the need to decolonize knowledge construction and has engaged the participants with so many different and complementary perspectives on a wide range of topics. The post-presentations discussions have been so productive!”

Salikoko S. Mufwene
University of Chicago: The Edward Carson Waller Distinguished Service Professor of Linguistics and the College Professor, Committee on Evolutionary Biology; Professor, Committee on the Conceptual & Historical Studies of Science; Professor, Committee on African Studies

Global Forum on Southern Epistemologies: Book Series

Decolonial Voices, Language and Race is the first volume of the newly established Global Forum on Southern Epistemologies book series. This series consists of remarkably accessible volumes of ‘conversational chapters’ involving presentations by established and emerging global thinkers, activists and creative writers who seldom appear in the same collection. In the series, we have been particularly interested in the ‘geopolitics of knowledge’ as it pertains to language studies and many of the volumes will illustrate how scholarship in the Global North is partially indebted to diverse traditions of scholarship in the Global South(s). Ultimately, our concern is not only epistemological; it is also political, educational and social. We experiment with the format of the book, challenging the colonial concept of a single monologic authorial voice by integrating multiple voices, consistent with decoloniality and the politically engaged nature of our scholarship.

Members of the Series’ International Advisory Board: Jane Gordon, Alastair Pennycook, Oyeronke Oyewumi, John Joseph, Sibusiwe Makoni, Jason Litzenberg.

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

Can a Book Project Be Decolonial?

We recently published Decoloniality, Language and Literacy edited by Carolyn McKinney and Pam Christie. In this post the editors discuss the main themes of the book and how it came together.

Educators in the Global South grapple not only with the stringencies and curtailments of neoliberal economic policies, but also with the deep intersectional inequalities that linger on as legacies of colonialism – summed up by the term ‘coloniality’. In teacher education, the decolonial struggle means working for change within and against deep structural inequalities in schooling and higher education systems: inequalities that are evident in institutional provision, fees, and barriers to access, but are also evident in assumptions about what counts as valuable knowledges and languages.

This book is based on conversations among colleagues that began in response to the intense experiences of campus protests and shutdowns, as university students in South Africa called for free, decolonial education. Our conversations, which extended over several years, grappled with how to prepare student teachers to enter a highly divided and unequal schooling system shaped by coloniality in the Global South, and at the same time work for change. Our key concerns have been to develop a better understanding of the multiple damaging ways in which coloniality shapes the schooling and university experience/environment, and how we as educators might work within the complex dynamics of border conditions in our different practices.

The book reflects on:

• how teacher educators and educational researchers might grapple with the colonial matrix of power in our daily practice;
• how we make decisions about what counts as ‘knowledge’;
• how we teach ‘canonical’ disciplinary knowledge while at the same time challenging this and acknowledging the epistemic violence wrought by the partiality of this knowledge;
• how we challenge the monolingual myth and enable multilingualism; and
• how we explore the possibilities and constraints of conducting research and scholarship in times of instability.

As a collective of tenured academics and graduate students, we came together in this project because of the challenges we face navigating multiple ways of knowing and being. The oral mode and embodiment, i.e. physical co-presence, talking, being together and eating with each other (face to face in the same space, even if masked!), feeling, seeing and hearing each other’s affective responses – passion, distrust, anger, curiosity and love – was our starting point. Without this there would be no written texts. Our embodied interaction was also very literate, drawing on a range of disciplinary knowledge (e.g. science education; applied linguistics; literacy studies) as well as our experiences of teaching and learning. To the extent that we needed to turn these interactions into published written form in order for them to count as legitimate academic knowledge, we recognize that the production of a (mostly English) book is itself a legacy of colonialism.

In a recent discussion of the Pennsylvania State University African Studies Global Virtual Forum (hosted by Sinfree Makoni) following a presentation by Bonny Norton, the question was raised ‘can a book be decolonial?’ or ‘can a book project be a decolonial project?’ While Norton asked this question in relation to children’s books produced for the African Storybook project, we believe it is highly relevant for academic publishing as well.

While still questioning whether a book project can be decolonial, or disrupt or delink from coloniality, our collected conversations presented here show some of the approaches and tactics we used collectively and individually to disrupt coloniality in knowledge production and participation, and our attempts to work within border conditions rather than write about them.

During the course of this project, we were joined in conversation by colleagues from Chile, Brazil and Canada whose work resonated in different ways with issues of decoloniality and language in education.  Making South-South connections is the aim of the final part of our book.

Apart from the usual theorized accounts of empirical data, we decided to include a range of genres to show how knowledge is made through different kinds of texts. These include poetry, a photo-essay; short language history narratives; an interview; visual representation of data in comic strip form and dialogues between research participants and the authors as well as amongst authors using call-outs or boxed text. These unconventional genres sit alongside more conventional ones.

How far we managed to delink from coloniality in our book will be up to the reader to decide.

Pam Christie and Carolyn McKinney

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps. You can freely access and download her Short Manifesto for Decolonising Multilingualism here.

Vulnerabilities, Challenges and Risks in Applied Linguistics

We recently published Vulnerabilities, Challenges and Risks in Applied Linguistics edited by Clare Cunningham and Christopher J. Hall. In this post Clare explains how the book came about, as well as its main themes.

Our new edited book Vulnerabilities, Challenges and Risks in Applied Linguistics was born out of the 2018 BAAL meeting held at York St John University. The theme was Taking Risks in Applied Linguistics, chosen in recognition of the need for focused discussion of risk in applied linguistics, given rapid change and consequent uncertainty both in world affairs and in the discipline itself. As we worked more on the book, though, it became clear that the theme of ‘risk’ often spilled over into the semantically related fields of ‘vulnerabilities’ and ‘challenges’. In the end, the contributors all approach the concepts of vulnerability, challenge and risk in different ways, playing with the multiple and nuanced meanings of the words.

At various points in the collection, risk is construed as an individual matter – perhaps the potential physical or psychological risks taken in innovative or even dangerous research, such as Kate Barber’s. Risk-taking can also be face-threatening or offer the potential for reputational damage, perhaps in the classroom, as explored by Sal Consoli and Michael Hepworth. Within our discipline, it can be risky to approach one’s writing in truly innovative ways, as Hanna Ennser-Kananen and Taina Saarinen do in their chapter, taking a flight of the imagination in Finland. But risk-taking is also institutional, in curriculum policy developments such as Liana Konstantinidou and Ursula Lanvers’ chapter. The risks of taking positive action such as these can be set in contrast to the risks of inaction, of not moving with the times, as Ursula Lanvers’ work on language policy in Anglophone countries shows.

The concept of vulnerability runs alongside these risks throughout the book. Individual researchers and teachers in applied linguistics make themselves vulnerable through innovative research design producing groundbreaking work as a result. But following Judith Butler’s lead, there is a tendency throughout the collection to acknowledge the value and affordances of vulnerabilities in marginalised communities for kick-starting the action and the work that leads to social change, as seen as Helen Sauntson’s, Luz Murillo’s, John Bosco Conama’s and Kristin Snoddon and Erin Wilkinson’s chapter.

The challenges faced in our society and for applied linguistics are well known – a lack of resources and of political will for change to deal with societal ‘wicked problems’. Applied Linguistics as a discipline also has the challenge of throwing off some of the shackles of the past and there remains much work to do to ensure that all voices are heard equally and respected. Of course, it was impossible for this collection to address all of the significant challenges of the future we face as a society. We only briefly (in our introduction) discuss the way the world has been affected by the Covid-19 global pandemic, and the even more pressing challenge of the climate emergency but we have hope that, with the examples of some of the fine research and practices in this book, our discipline is ready to offer what it can to tackle the impact of some of these immense challenges.

Clare Cunningham

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

Figures of Interpretation

This month we published Figures of Interpretation edited by B.A.S.S. Meier-Lorente-Muth-Duchêne. In this post the editors explain how the book came about.

The idea behind this book originated from a research project the four of us conducted collectively. We worked together at the Institute of Multilingualism, University of Fribourg, on the research project “A Web of Care. Linguistic resources and the management of labor in the healthcare industry” funded by the Swiss National Science Foundation. As part of this project, we collectively conducted fieldwork at a university hospital in Switzerland where we encountered many people who interpreted, ranging from medical doctors, cleaners, professional medical interpreters, technicians, secretaries, mothers, brothers, daughters and sons.

This experience was our inspiration for Figures of Interpretation. We learned how people who interpret came in many guises and were first-hand witnesses to structural oppression, exploitation and disenfranchisement, as well as resilience and hope. We realized that they were figures whose lives revealed larger historical and structural processes through the singularity of their individual trajectories. We wanted to know more about them. We felt that what we experienced was not unique to the particular site and situation we were exploring. We were convinced that such figures have existed for a long time, in various places, with diverse valuation process. We started to think of papers we had read from colleagues who – without framing their analysis in terms of figures of interpretation – provided glimpses of the trajectories of such figures. We recalled conversations with friends and scholars who could have been those figures themselves or who encountered them in their own fieldwork. We imagined situations and moments when people we knew could have met figures of interpretation without necessarily looking at them as such. Progressively, the book took shape in terms of content, and we believed that bringing those experiences together in a volume could allow us to engage in a wider debate about what interpreting does and what it means.

But we also thought a lot about how to grasp these figures, how to talk and write about their lived experiences. The issue of writing about these figures coincided with our own trajectories in academia. We were a bit fed up with the canon we were socialized into, and slightly disillusioned by the limitations we imposed on ourselves and that were imposed to us by academia. We wanted to explore something else without necessarily knowing where it would lead us, nor if this was the right way to do. But we were excited to try it out. The idea of vignettes, of written portraits emerged and we gave it a first go with a couple of figures we encountered in our fieldwork. We realized that writing these short texts was not only challenging, but also forced us to look at the trajectories and the practices of the interpreters in a different way, giving space for a certain type of narration that fully endorses the interpretative dimension of figures of interpretation. Then we envisioned what the book could become if the people we had in mind would participate in such an adventure. We were fortunate enough that most of the colleagues and friends we contacted were enthusiastic about this idea, accepting with joy, excitement, fears and doubts. Many wrote the texts outside of their paid hours, or away from what might be immediately measurable in their professional lives. Many felt happy to have fewer constraints. All were open to doing something different(ly): either by stepping out of the constraints of academic writing, or by engaging with an academic audience for the very first time.

And here we are. Neither the contents nor the format of this book corresponds to academic standards. Instead of showcasing methodological innovations or discussing theoretical paradigms, this collection of 31 portraits invites readers to be conscious of their own interpretations, aware of the editor’s decisions of order and their necessary arbitrariness and attentive to the illustrations that themselves follow their own line of interpretation. This book is also an interpellation on the fundamentally collective dimension of knowledge production. Each portrait constitutes a piece of a complex puzzle. We need Sandra, Quintus, Conrad, Bintou, Ilona, Aïcha and all the other figures to grasp what interpreting is and what it does. And we need Kathleen, Aneta, Carlos, Arnaldo, Biao, and all the other authors of this book to guide us towards a better understanding of the manifold challenges interpretation as a social practice entails. This collection welcomes the readers to participate, see differences and make their own connections.

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

Online Academic Collaborations in Situations of Forced Immobility: Lessons from Palestine

We recently published Multilingual Online Academic Collaborations as Resistance edited by Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps. In this post the editors explain how the Covid-19 pandemic has given the world a taste of the forced immobility faced by academics in Palestine.

The moment we had been working towards for almost two years was announced to us via an email that said:

Dear Contributor

“Multilingual Online Academic Collaborations as Resistance” is now published. Your copy will be sent out shortly.

We gladly shared this happy news with our Palestinian colleagues at the Islamic University of Gaza (IUG), and elsewhere around the world, who contributed to the edited collection with their reflections, experience and expertise. The news, however, came at an unprecedented time for many of us: as we were celebrating our joint effort, huge numbers of people around the world were still experiencing severe restriction to their freedom of movement and to their ability to meet with others for work, family or pleasure, as the Covid-19 pandemic meant widespread and severe lockdown rules in most countries, including Palestine.

While a pandemic is an exceptional experience for everyone, some of the effects of lockdown are not new for our colleagues at IUG. The Gaza Strip, where IUG is located, is a tiny territory (only 365 m²) which is home to nearly 2 million people, the vast majority of whom are refugees from other parts of Palestine. It is one of the most densely populated places on earth. IUG’s academics, like all other people in the Gaza Strip, have been enduring a 14-year blockade that has crippled the economy and severely limited people’s freedom to move from/to the Strip for work or personal reasons. Being unable to travel and having to rely on online tools to remain in touch with the rest of the world is thus not a new experience for academics at IUG and the other educational institutions in the Gaza Strip.

Discussing the political and military situation in Gaza is beyond the scope of the newly published book, but the humanitarian, economic and academic repercussions of the blockade – further exacerbated by frequent bombings of the Strip by the Israel Defense Force – are not. Maintaining and expanding knowledge and scholarly work under circumstances of economic hardship, crumbling infrastructures and constant disruption, pressure and fear is beyond challenging. It requires a lot of determination, resilience and the steadfast refusal to give up hope for a better future which is the main component of ‘Sumud’. Sumud is “[…] a very distinct, Palestinian, idea […] the art of living to survive and thrive in the homeland in spite of hardship and under occupation practices” (Marie et al, 2018). This includes the strengthening of academic life through the online national and international exchanges of knowledge and expertise that are a core part of academic growth and advancement.

Driven by the need and the will to be equal partners in international academic collaborations despite the blockade and virtually impassable borders, IUG has, in the recent past, developed online, multilingual collaborations with a range of Higher Education Institutions worldwide, especially in Europe. These involve a large number of academics from a range of disciplines and backgrounds, and academic partners in several countries around the world who strive to connect with their Palestinian colleagues despite the challenges that come from having to work without being able to meet face to face.

Our book Multilingual Online Academic Collaborations as Resistance collects reflections and discussions by seventeen academics from Palestine, Europe and the US who worked hard (online) over many, many months, and through frequent challenges and disruptions, to put together a book that primarily aims to convey the importance of online and multilingual academic collaborations as a form of ‘Sumud’ and of ‘virtual academic hospitality’ (Phipps, A. and Barnett, R., 2007). The interdisciplinary, intercultural nature of the chapters are the book’s strength, although they have also meant many compromises, tricky online discussions, changes, and delays. Different research approaches and subject traditions; unequal availability of resources such as books and journal articles; distinctive academic conventions and expectations have all been negotiated over several months to produce a book that, we hope, is informative in its contents but – crucially – offers an insight into what can be achieved when the will to collaborate and work together is stronger and more powerful than the difficulties faced along the way, especially in contexts of protracted challenges, crises and emergencies.

Drawing, among others, from expertise in TESOL, educational technology, the arts and humanities, architecture and teacher training, the chapters discuss research and capacity building projects that have used (and/or use) multiple languages and online technologies to ensure collaborations across borders. The crucial importance of online communication tools to ensure academic and intercultural collaborations when borders are impassable are at the centre of each chapter, meaning that the authors (unintentionally) anticipated a shift that most academic institutions worldwide had to face in the wake of the Covid-19 pandemic and subsequent lockdowns. As we were putting the final touches to the book’s manuscript, the online teaching and research which the book was discussing suddenly went from being an option needed by a few academics working in exceptional circumstances, to being the only available way to continue working for most educators and researchers worldwide.

However, most of our fellow academics can hope that, in the not so distant future, lives will go back to ‘normal’, and that well-known practices will be resumed. This is not currently an option for our colleagues and friends in the Gaza Strip (nor for other colleagues in similar contexts of protracted conflict and crises) for whom online collaborations will remain the norm even once the Covid-19 pandemic is a thing of the past.

What Multilingual Online Academic Collaborations as Resistance shows is that, even though it cannot and should not replace the freedom to move and live a life free from fear, online collaborations can be fruitful (as well as crucial) when they become a way to resist and defy constraints and a means to reach out to others, to share experiences, to foster mutual growth, and to offer – and receive – academic hospitality. What this book also shows is that the extremely difficult experiences our Palestinian colleagues have had to endure for well over a decade, and the individual and collective resilience and steadfastness (the ‘Sumud’) they have maintained throughout, can be a source of inspiration – and a lesson – on how to keep on going, and growing, through challenging times.

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

CAUTHE 2020, Auckland University of Technology (AUT), Aotearoa/New Zealand

In February Sarah made her annual trip to the other side of the world for CAUTHE, held this year at Auckland University of Technology (AUT) in Aotearoa/New Zealand. In this post she fills us in on her best CAUTHE experience ever!

Tihei mauri ora, tihei mauri ora
Ngā iwi o te motu e
Tü ake, karangatia
Tü ake, manaakitia
Ngā iwi, kia ora rā
Ngā iwi, kia ora rā

I haven’t been able to stop singing the conference Māori welcome song since I’ve been back! It was beautifully performed on the first morning by the AUT staff, led by Valance Smith, and all delegates were encouraged to join in each day of the conference. That was only one of the highlights of the conference’s opening morning! Delegates were invited to take part in a musical activity (Boom Time) which was a lot of fun even if you are rhythmically-challenged 😃

Alison Phipps then provided the opening keynote. We are proud to call Alison a friend of our company as well as a series editor and author. Her keynote on inhospitable hospitality and the treatment of refugees was in equal parts stunning, disturbing, breathtaking, uncomfortable and moving. It generated a lot of discussion during the following days and was an amazing start to a brilliant conference.

Alison’s keynote

The first day finished with the welcome reception and another moving performance, this time from the AUT student choir who performed Māori songs and finished with a haka.

The rest of the conference didn’t disappoint, with impressive paper presentations and other great keynotes from John Barrett, the founder of Kapiti Island Tours, on valuing people and community over profit, and from Iis Tussyadiah on AI and smart technologies.

Our book workshop!

On the second day I co-hosted a workshop on the role of the book with two more of our series editors and authors, Ian Yeoman and Una McMahon-Beattie. It was a fun experience and I hope the attendees found it helpful!

Huge credit and many thanks go to the conference organisers, Tracy Harkison,  David Williamson, Glen Bailey (and many others!) for putting on the best CAUTHE I’ve attended!

Post-conference, I visited Wellington and Christchurch where I enjoyed the hospitality of Ian Yeoman and his wife (and dogs!) and Michael Hall and his family (thanks again for the chocolate!), and on my return to Auckland took a day trip to Tauranga.

Already looking forward to next year’s conference in Fremantle!

Sarah

A Manifesto for Decolonising Multilingualism

Dear Colleagues, Readers and Accomplices in the work of Decolonising Multilingualism,

This blog post makes available the Manifesto for Decolonising Multilingualism, which is taken from my book of that title. It’s available as a download/e-pamphlet but like any decolonising task, and any academic work, this was neither the work of one individual nor is it complete. As Francis Nyamanjoh says in his recent article (2019), ‘Decolonising the University in Africa’[1] the work ahead, as with its decolonising antecedents, requires

a convivial scholarship that dwells less on zero-sum games of absolute winners and losers, encourages a disposition of incompleteness and humility through the reality of the ubiquity of debt and indebtedness, and finds strength in themes of interconnections, interdependences, compositeness, and incompleteness […].

In this spirit we would like you to add to the manifesto as an activity for the commons, engaging in dialogue, disputing and creating additional ideas, stories and reflections which may benefit the hard common task of decolonising multilingualism, not least in our teaching and learning in universities.

Alison Phipps

You can freely access and download A Short Manifesto for Decolonising Multilingualism here. Please do feel free to use the comments section of this blog post to continue the conversation.

 

For more information about Decolonising Multilingualism please see our website.

 

 

 

[1] Nyamanjoh, Francis ‘Decolonising the University in Africa’ in OXFORD RESEARCH ENCYCLOPEDIA, Oxford University Press, 2019.

How Can We Represent Social Life in Ethnographic Writing?

This month we published Voices of a City Market: An Ethnography by Adrian Blackledge and Angela Creese. In this post the authors explain how they put the book together.

Which differences are salient to people when they interact in contexts of social and linguistic diversity? How are these differences made resourceful in communication as people draw on their biographies, histories, education, language backgrounds, and economic capital? We examined these questions by conducting ethnographic observations in the Bull Ring market in Birmingham, as part of a four-year AHRC-funded research project, ‘Translation and Translanguaging. Investigating linguistic and cultural transformations in superdiverse wards in four UK cities’.

In the market we observed interactions between butchers and their customers as they haggled, bartered, argued, and joked. We wrote field notes, audio-recorded service interactions, interviewed market traders, took photographs, video-recorded, and collected messages on WeChat and WhatsApp. Communication in the market was characterized by translanguaging, an orientation to difference in which people were willing to make use of whatever resources were available to make themselves understood. Not that everything in the market hall was convivial – everyday sexism and casual racism also raised their heads.

The material we collected was carefully analysed. Transcripts and translations were pored over and annotated, audio-recordings listened to, video-recordings repeatedly watched, online and digital messages scrutinized, photographs examined, discussions held. Reports were authored, academic articles published. However, content is only half of the story. We were concerned that conventional academic writing may not adequately represent the complexity and richness of the discourse of the superdiverse market. So we stripped away analysis, explanation, and exegesis, leaving the voices of traders, shoppers, and researchers to speak for themselves. Rather than structure the ethnography around big ideas and grand theories, we represented the world of the market as an assemblage of ethnographic material, a polyphonic collage of everyday voices and social practices.

In the book the life of the market is framed by a discussion in which a cast of nine characters debates the representation of social life. Two butchers, a photographer, a professor, a dramaturg, an entrepreneur, a researcher, a documentary novelist, and a poet rehearse many of the debates that surfaced in our research team over more than four years. Referring to the artistic production of the world of the market, their voices are thoughtful, opinionated, generous, biased, indignant, and collaborative. The same characters return at the end of the book to reflect on the text.

The assemblage of ethnographic material creates a polyphony of beliefs, commitments, and ideologies. The form of the text, at once poetic and scientific, represents the fragmented yet orderly cacophony of the market. Artistic form, argues Bakhtin (1984: 43), does not shape already prepared and found content, “but rather permits content to be found and seen for the first time”. In the terms of photographer Dorothea Lange (1965), calling attention to the mundane, the everyday, the familiar, enables people to see, as if for the first time, what they have passed by a thousand times. We hope to achieve something of this sort in Voices of a City Market: An Ethnography.

Bakhtin, M. M. (1984). Problems of Dostoevsky’s Poetics (Edited and translated by C. Emerson). Manchester: Manchester University Press.

Lange, D. (1965) Under the Trees. KQED for National Educational Television (NET).

 

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.