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.

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.

Summer Reads

The sun has finally come to Bristol and we’ve already published an array of exciting new books this summer, with plenty still to come! Here’s a round up of all the new titles for your summer reading list…

June

Decolonising Multilingualism

In this groundbreaking text, Alison Phipps pulls together ethical approaches to researching multilingually in contexts of pain, conflict and crisis; the position of the researcher; and the question of multilingualism and anglonormativity. It is both global and local in scale, ranging from Scotland to Ghana, Aotearoa / New Zealand to Sudan.

The Legal Recognition of Sign Languages

This book presents the first comprehensive overview of national laws recognising sign languages, their impacts and the advocacy campaigns which led to their creation. Each chapter is grounded in a collaborative writing approach between deaf and hearing scholars and activists involved in legislative campaigns.

 

Theorizing and Analyzing Language Teacher Agency

This volume examines the agency of second/foreign language teachers in diverse geographical contexts. It offers new understandings and conceptualizations through a variety of types of empirical data. It also demonstrates the use of different methodologies to analyze the multidimensional, dynamic and complex nature of language teacher agency.

Mandarin Chinese Dual Language Immersion Programs

This book discusses multiple aspects of Chinese dual language immersion programs, focusing on the Utah model. Themes include how to build a supportive classroom, the views of those involved, teacher identities, strategy use, corrective feedback, Chinese-character teaching, and the translanguaging phenomenon.

 

Critical Perspectives on Global Englishes in Asia

This book addresses the incorporation of Global Englishes into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. It will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

 

July

The Action-oriented Approach

This book presents the background to the current shift in language education towards action-oriented teaching and provides a theorization of the Action-oriented Approach (AoA). It contains a research-informed description of the AoA and explains its implications for curriculum planning, teaching, assessment and pedagogy.

Grammatical Profiles

This collection brings together language profiles of the Language Assessment Remediation and Screening Procedure (LARSP) from 12 languages around the world. It will be an invaluable resource for speech-language pathologists in many countries and for those wishing to analyse the grammatical abilities of clients of many linguistic backgrounds.

Using Film and Media in the Language Classroom

This book demonstrates the advantages and impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. It will be of interest to practising teachers as well as those on teacher training courses.

 

Profiling Learner Language as a Dynamic System

This volume sheds empirical light on Complex Dynamic Systems Theory by providing analyses of two longitudinal, interactional datasets. The individual analyses traverse the domains of morphosyntax, semantics, pragmatics and discourse. As a whole, the collection demonstrates the impact of the ecosystem on individuals’ use of language.

Objects, Bodies and Work Practice

In this volume, contributors focus on how professionals organize their embodied conduct with material objects. The book concentrates specifically on connections between ongoing courses of interaction within work practices, object materiality and mobility in space, bodily movement and manipulation of objects, and language.

 

August

Using Linguistically Appropriate Practice

This book provides an accessible guide to multilingual teaching in diverse classrooms world-wide. It is grounded in the latest research and takes a realistic approach to the challenges found in the modern school. The author argues that multilingual teaching is an option for all teachers, and that it has benefits for every child in the classroom.

Integrating Assessment into Early Language Learning and Teaching

The volume unites research and practice on integrating language learning, teaching and assessment at pre- and early school age. It provides useful case study insights for policymakers, teacher educators and researchers, and practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

Study Abroad, Second Language Acquisition and Interculturality

This book unites studies on second language acquisition and interculturality in a study abroad context, providing timely perspectives on research in each area while also exploring the interface between them. Chapters highlight innovative themes such as social networks, input matters, learner identities and study abroad in lingua franca contexts.

Voices of a City Market

This book breaks new ground in its representation of the voices of people in a superdiverse city. Poetic and compelling, it places the reader at the heart of the market, surrounded by the voices of people from all over the world. Based on four years of ethnographic research, it is a book that reimagines the conventions of ethnographic writing.

 

For more information about any of these titles or to place an order, please visit our website.

Academia and Academic Writing Need Liberating

This month we published Decolonising Multilingualism by Alison Phipps, the first book in our new series Writing Without Borders. In this post Alison explains how the idea for the book came about.

“If you have come here to help me you are wasting your time, but if you have come because your liberation is bound up with mine, then let us work together.”

― Lilla Watson

‘You have to write a book about this.’ ‘When are you writing the book about this?’ If I had a penny for every time someone said this I’d be a very rich woman.

The last 15 years of my life have been spent gradually shifting a life lived predominantly with those in the metaphorical global north, to being predominantly surrounded by those in the global south. My family is a family of refugees, not everyone, but a large number these days. My work as an academic, advocate, activist and artist all revolves around themes of refuge, and the stories of what it means to live as a refugee or to have had your homeland destroyed or taken away or threatened by violent or powerful, oppressive forces. This means there are people in my office and conversations in my phone and email and social media everyday, asking me for accompaniment, advice, support. Every hour there is an interruption, a need to react, regroup, pause, and precious little time to think.

But writing, of course, is thinking, and it can be freedom. And the more the pressure to write a book about my worklife/lifework has grown, the clearer it became to me that this could not and would not be within the usual genre of an academic monograph or journal articles. Raymond Williams says that ‘Form always has an active material base.’ It’s no accident that the long novel was born with the creation of the bourgeois and the first really partially leisured, educated class, with the time, and therefore means, to read. The new forms in this age of social media are the tweet, the blog, the image, the Facebook post. These ways of micro-journaling and sharing have stood in for me, for a while, as a proxy for carving out the time and energy to write that ‘academic monograph’. As the 2015 crisis of hospitality hit Europe and people from Syria, especially, began crossing the Mediterranean, the pressure to write grew considerably, and I found myself developing the form of the essay, the newspaper article, and poetry, out of the social journaling.

‘You should write a book.’

For a while I’ve been referring to these present times as structurally similar to times of war. My poetry anthology, published last year with Tawona Sitholé, The Warriors Who Do Not Fight, contains the refrain ‘It is war time’, over and over as a way of prompting the poet and reader to remember that things are not as they were. That whilst the bodies may not be piling up in our own country, they are piling up where people are seeking sanctuary, and on those journeys of flight. And if you live your life with people who have suffered war and oppression and have sought refuge in other lands, then the aftermath and enduring consequences bring the consequences of war and the necessities of peace-making actions very much to your own shore. And in war time the forms which have emerged in the past are essays, pamphlets, poetry, play scripts. I have found myself defending my lack of a monograph by saying ‘There are not times for the luxury of the long book. Those are for peace time work, when we can think without a gun to our heads.’

I eventually plucked up the courage to speak to Anna Roderick at Multilingual Matters about this feeling and the suggestion that a short book series might be formed. She was open, willing and pointed to many early career researchers wanting more subjective, autoethnographic and creative ways of writing which would reflect their subjective, autoethnographic and increasingly creative ways of undertaking research. To this I added the work I’d been doing, before it became the trend in academic discourse, on decolonising research. It’s hard to be serious about any form of indigenous studies without being serious about decolonising research.

What would decolonial forms look like, which also reflected the urgencies of the times and the material and affective realities of the relationships from which ‘fieldwork’ is born? Anna invited me to answer my own question and this short book is my answer.

Alison reading from her book at the SOLAS festival

The experience has been liberating. Liberating from the metricised yet utterly outdated forms of assessment which represent the Research Excellence Framework; liberating as it gives me something I know I can share with participants without it being so necessarily long winded and academic that only someone with a doctoral training can access the text; liberating as I could bring my creative writing and essay and journalistic modes to bear; liberating because I could still work theoretically and think with the page; liberating because I could cite beyond the frameworks of my training; liberating because I could walk right over borders set for me when I first began becoming a researcher.

The quotation from Lilla Watson is one I return to regularly to check in with myself and those I am working with, to guard against the assumptions of ‘helping’ and ‘needing to save’. And to guard against the perpetuation of too many colonial habits, though these cannot be entirely erased from a life lived under colonial, imperial assumptions. But in writing this piece for Multilingual Matters, who have graciously published my work for nearly 20 years, I realise that this is something they have done for me. Academia and academic writing needs liberating. And there are some very exciting manuscripts forthcoming on their list. Writing Without Borders as a series is a way, perhaps small and not the on the global scale we might expect, of mutually liberating work, by working together on something a bit different, but of its time.

“If you have come here to help me you are wasting your time, but if you have come because your liberation is bound up with mine, then let us work together.”

 

Here’s an extract from the book, read by Alison:

For more information about this book please see our website. Alison will be donating all royalties earned from the book to the Scottish Refugee Council and Forest Peoples Programmes. 

New Series Pushes the Boundaries of Academic Writing

Next month we are publishing Decolonising Multilingualism written by longstanding author and friend of the company, Alison Phipps, which is the first book in our new series Writing Without Borders. We established this series to respond to the need for a venue for thinking and writing that doesn’t sit neatly in the boxes of journal papers and conventional academic book monographs. We hope that the series will give authors – new and established – a space to experiment with form and content, and respond quickly to the challenging world we live in. Alison’s book exemplifies this beautifully, blurring as it does the academic and the poetic, the personal and the political.

We are also aware that as academic publishers, our output prioritises particular forms of knowledge and, however unintentionally, helps perpetuate the unequal conditions of labour that exist for scholars working outside of the Global North, as well as for marginalised groups within the North. Part of the aim of the series is to address these imbalances. We hope that all of our series are supportive of all our potential authors, but this series recognises that there is knowledge and ways of expressing it that falls through the gaps within academic publishing.

Please get in touch if you have an idea that you feel might fit the series. Manuscripts should be short (20,000-40,000 words) and relate somehow to our existing list, although this can be in the very broadest sense. The key requirement is that they should in some way be writing or thought that doesn’t have a home in traditional academic publishing.

Anna

More details of the series and Alison Phipps’ book can be found here. If you would like to submit a proposal, our proposal guidelines can be found here.