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Bagga-Gupta, SangeetaORCID iD iconorcid.org/0000-0002-1846-858X
Publications (10 of 170) Show all publications
Ewertsson, M., Bagga-Gupta, S. & Blomberg, K. (2017). Nursing students' socialisation into practical skills. Nurse Education in Practice, 27, 157-164
Open this publication in new window or tab >>Nursing students' socialisation into practical skills
2017 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 27, p. 157-164Article in journal (Refereed) Published
Abstract [en]

Socialisation is a significant factor that shapes nursing students' learning in clinical settings. Little is known about the ways in which students learn practical skills during their clinical practice and how they are socialised into these skills. This knowledge is important for creating an optimal environment for ensuring a high standard of care and patient safety. This study aims to address this knowledge gap. An ethnographic approach was used. Data were collected by participant observations during nursing students' clinical practice in an emergency department at a university hospital in Sweden, and during informal conversations with students and their preceptors. In the analysis, four themes emerged: A reflective approach based on a theoretical framing; Multitasking situations; Shifts in an active role as a nursing student; and Styles of supervision. Students' socialisation into practical skills was shaped by several factors where preceptors played a key role. Teaching and learning styles and interactions between the preceptor and the student shaped the learning situations. A dominant discrepancy regarding whether and how reflections took place between preceptors and students was identified. This highlights the need for creating continuity between the ways that experiences are organised across the settings of learning (university-based and clinically based learning) to enhance nursing students' learning and socialisation into practical skills.

Place, publisher, year, edition, pages
Kidlington, United Kingdom: Elsevier, 2017
Keywords
Clinical practice, ethnography, nurse education, nurse students, practical skills, socialisation
National Category
Nursing
Identifiers
urn:nbn:se:oru:diva-61116 (URN)10.1016/j.nepr.2017.09.004 (DOI)000415774300023 ()28917136 (PubMedID)2-s2.0-85029178437 (Scopus ID)
Available from: 2017-09-24 Created: 2017-09-24 Last updated: 2017-12-07Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2016). Mapping languaging in digital spaces: literacy practices at borderlands. Language Learning & Technology, 20(3), 80-106
Open this publication in new window or tab >>Mapping languaging in digital spaces: literacy practices at borderlands
2016 (English)In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 20, no 3, p. 80-106Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Honolulu: University of Hawaii, 2016
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-41826 (URN)000388443400010 ()2-s2.0-84994589695 (Scopus ID)
Projects
CINLE
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2018-07-09Bibliographically approved
Gynne, A., Bagga-Gupta, S. & Lainio, J. (2016). Practiced Linguistic-Cultural Ideologies and Educational Policies: A Case Study of a "Bilingual Sweden Finnish School". Journal of Language, Identity & Education, 15(6), 329-343
Open this publication in new window or tab >>Practiced Linguistic-Cultural Ideologies and Educational Policies: A Case Study of a "Bilingual Sweden Finnish School"
2016 (English)In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 15, no 6, p. 329-343Article in journal (Refereed) Published
Abstract [en]

This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
Bilingual education, educational policy, ethnography, everyday life, nexus analysis, social practices
National Category
Educational Sciences Languages and Literature
Identifiers
urn:nbn:se:oru:diva-54330 (URN)10.1080/15348458.2016.1217160 (DOI)000390106400001 ()2-s2.0-84987879343 (Scopus ID)
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2017-11-29Bibliographically approved
Bagga-Gupta, S. (2015). A third position in conversations about one-(education)-for-all: On “making the impossible possible” and “burning for culture, young people and coffee”. In: Conceptions of social justice and inter-sectionality in Scottish and Swedish education: . Paper presented at Conceptions of social justice and inter-sectionality in Scottish and Swedish education, School of Education, University of Gothenburg, Sweden, December 7, 2015.
Open this publication in new window or tab >>A third position in conversations about one-(education)-for-all: On “making the impossible possible” and “burning for culture, young people and coffee”
2015 (English)In: Conceptions of social justice and inter-sectionality in Scottish and Swedish education, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

I will, in this presentation, discuss both conceptualizations of inclusion-as-action, and issues regarding the didactics-of-representation. In my presentation I will argue for the need to shift the focus (i) from the marginalized Other to the non-marked Norm, and (ii) from the center to the boundaries that are (re)created in everyday actions and that give rise to the Other. I will illustrate how human identity and diversity, including an “imaginary community” (Andersson 1991), plays a decisive role for society’s planning of and support in the work that is done for integration, inclusion and equality. I will specifically discuss identity and the conceptualizations or metaphors related to the dominating dichotomized positions – “inclusion/mainstreaming” and “exclusion/segregation” – we have inherited, live with and that (re)create possibilities or frameworks for children, young people and adults in different institutional settings (Wertsch 2002). Taking an overarching critical humanistic, socially oriented framework that includes a sociocultural perspective and a decolonial position on human communication and identity, I will draw upon studies from different ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). Taking the field of deafness research, including work in the areas of gender and ethnicity as illustrations, I will introduce a third position or “alternative voices” (Husnain et al 2013) in conversations about human collectives and communities-of-practices. This third position, highlights spaces for the didactics-of-representation and inverted-inclusion, allowing for new conceptualizations, including institutional strategies with regards to one-society-for-all, one-school-for-all, a-culture-for-all or in other words, one-for-all.

References:

Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.

Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.

Keywords
Third position, identity, diversity, participation, deaf, didactics-of-representation, inverted-inclusion, culture, DoT (project Participation and Theater)
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-48024 (URN)
Conference
Conceptions of social justice and inter-sectionality in Scottish and Swedish education, School of Education, University of Gothenburg, Sweden, December 7, 2015
Available from: 2016-02-06 Created: 2016-02-06 Last updated: 2017-10-17Bibliographically approved
Bagga-Gupta, S. (2015). Accounting for and (re)visiting special needs and “deaf bilingualism”: The identity of language and the language of identity. Journal of Applied Linguistics and Professional Practice
Open this publication in new window or tab >>Accounting for and (re)visiting special needs and “deaf bilingualism”: The identity of language and the language of identity
2015 (English)In: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666Article in journal (Refereed) Accepted
Abstract [en]

My interest in this paper is twofold: first, to make visible the work that participants and institutions do through analyses of naturally occurring communication, including policy texts over time. Second, by using a range of representational techniques, illustrate how multimodal analyses across time and space allows for revisiting the ways in which language categories get talked-and-written-into-being and how identity positions become framed in and through social practices. This data-driven contribution takes both a socially oriented perspective and a postcolonial framework on human ways-with-words and human ways-of-being. It is based upon analyses of ethnographically framed video-recordings of mundane activities, naturally occurring or data-prompted discussions and policy texts vis-à-vis different institutional settings in Sweden where Swedish Sign Language, SSL is used in addition to Swedish and English.

My previous studies in a range of settings inside and outside schools across time in Sweden have highlighted the need for “Going beyond the great divide” (Bagga-Gupta 2004, 2007) in both research and education for students with hearing impairment. This divide points to the highly dichotomized state of deaf research, institutional fields and discussions therein vis-à-vis oralism-signing, integration-segregation, normality-disability, medical/psychological-cultural, monolingualism-bilingualism etc. Transcending these dichotomies (and the concomitant normative positions that they are tagged with), I juxtapose ethnographic data from primarily two areas brought together under the umbrella concepts “languaging” and “diversity/identity” research with the intention of exploring how special needs are accounted for through the systematic analysis of data-sets from two large scale Swedish national research projects where fieldwork was conducted in deaf schools since 1996. Data includes video-taped classroom life in signing environments, video-data prompted oral reflections and policy data including discussions during the 1990s that lead to the establishment of some of these projects.

Analysis focuses upon exploring the ways in which individuals and institutions account for the special needs of pupils with a functional disability. What are the ways in which language use in itself frames identity positions in different sites (and across time)? How do micro-interactional analysis and the use of time and space in institutional settings inform issues related to inclusion/exclusion? What is the status that is accorded different language varieties in these settings and how does this status frame accounting practices related to special needs?

The preliminary findings in this study challenge current understandings attributed to identity and language generally and the organization of (segregated) education for the deaf in Sweden more specifically. Issues are also raised with regards to the ways in which individuals and both SSL and Swedish become “technified”. This paper presents evidence that questions the polarized positions between linguistic-medical, signed-spoken/written language varieties, mono-bilingualism and deaf-hearing worlds. The analysis contributes to the growing research literature where detailed analyses of textual discourses and signing-oral-written interaction can both provide an emic understanding of how narratives and accounting are a core aspect of the negotiationof identity positions as well as illustrate the Third Position in the area of special needs.

________________________________

Bagga-Gupta, S (2007): Going beyond the Great Divide. Reflections from Deaf Studies, Örebro, Sweden. Deaf Worlds. International Journal of Deaf Studies. Special theme issue: The meaning and place of “Deaf Studies”. 23(2 & 3), 69-87.

Bagga-Gupta, S (2004): Visually oriented bilingualism. Discursive and technological resources in Swedish Deaf pedagogical arenas. In V Herreweghe & M Vermeerbergen (eds) To the Lexicon and Beyond. Sociolinguistics in European Deaf Communities, Volume 10 – The Sociolinguistics in Deaf Communities Series. Editor C Lucas. pp 171-207. Washington DC: Gallaudet University Press.

Keywords
Sociocultural perspective, decolonialism, multidisciplinary, multilingualism, multimodality, ethnography, languaging, ways-of-being-with-words, chaining, deaf, oral language bias, monolingual bias
National Category
Social Sciences
Research subject
Gender Studies
Identifiers
urn:nbn:se:oru:diva-38537 (URN)
Projects
SS projekt; LISA-21 projekt; RGD projekt
Funder
Swedish Research Council
Note

Special issue: “Processing the case: storytelling and moral work in professional discursive practices”. Eds. Isabella Paoletti & Elisabeth Cedersund.

Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2017-12-05Bibliographically approved
Rosén, J. & Bagga-Gupta, S. (2015). Back to roots!: Languaging and constructing home(land) and (be)longing in Swedish national language policies across time. In: The Sociolinguistics of Globalization: . Paper presented at The Sociolinguistics of Globalization: (De)centering and (de)standardization, The University of Hong Kong, June 3-6, 2015.
Open this publication in new window or tab >>Back to roots!: Languaging and constructing home(land) and (be)longing in Swedish national language policies across time
2015 (English)In: The Sociolinguistics of Globalization, 2015Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-48030 (URN)
Conference
The Sociolinguistics of Globalization: (De)centering and (de)standardization, The University of Hong Kong, June 3-6, 2015
Available from: 2016-02-06 Created: 2016-02-06 Last updated: 2017-10-17Bibliographically approved
Bagga-Gupta, S. (2015). Center(staging) language from earthrise perspectives: Chasing the elusive monolingual, monocultural hegemonic human state in the global North!. In: The Sociolinguistics of Globalization, 2015: . Paper presented at The Sociolinguistics of Globalization: (De)centering and (de)standardization, The University of Hong Kong, June 3-6, 2015.
Open this publication in new window or tab >>Center(staging) language from earthrise perspectives: Chasing the elusive monolingual, monocultural hegemonic human state in the global North!
2015 (English)In: The Sociolinguistics of Globalization, 2015, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Paper at the invited symposium 'Illusions and Delusions of the Centre within the Framework of Globalization'

My interest in this paper is twofold: first, make visible the work that individuals and institutions “do” in the global North and global South. Second, illustrate how analyses across time and geopolitical spaces allows for revisiting the ways in which language categories get talked-and-written-into-being and how identity positions and culture become framed in and through social practices and textual accountings. Taking both a socially oriented perspective and a decolonial framework on languaging and identity positions, this contribution juxtaposes data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis builds upon (i) video-recordings of mundane activities, (ii) data-prompted discussions and (iii) archives and policy related to institutions in Sweden and Mumbai, India where individuals have access to a number of language varieties.

The findings highlight the incongruence between individuals and institutional accountings in the global North (as opposed to individuals talk and institutional accountings in the global South) as well as the performance of languaging, identity and culture in the global North. In other words, this study challenges dominating understandings of language, identity and culture generally and the organization of “special” support for “immigrant” individuals in the global North more specifically. Issues are also raised regarding the “technification” of language and diversity. Evidence presented questions the simplistic positions and problematic “webs-of-understandings” (Bagga-Gupta 2012) that frame mono-bi-multilingualism and mono-bi-multiculturalism in the global North. Providing emic understandings of how accountings constitute a core dimension of “collective remembering” (Wertsch 2002) of “imagined communities” (Anderson 1991), the paper illustrates “alternative voices” (Hasnain el al 2013) in the Language and Educational Sciences (Bagga-Gupta 2013, 2014). This endeavor calls for a major shift in analytical perspectives, an “earthrise” viewing from decolonial positions, instead of the dominant “sunrise and moonrise” viewings that build upon northern hegemonies that currently frame discourses of globalization.

 

References:

Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.

Bagga-Gupta, S. (2012). Challenging understandings of Bilingualism in the Language Sciences from the lens of research that focuses Social Practices. In Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu (Eds.) Learning, social interaction and diversity – exploring school practices. pp 85-102. Rotterdam: Sense.

Bagga-Gupta, S. (2013). The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In Imtiaz Hasnain, Sangeeta Bagga-Gupta & Shailendra Mohan (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... pp 28-49 Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Bagga-Gupta, S. (in press 2014). Performing and accounting language and identity: Agency AS actors-in-(inter)action-with-tools. In P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev (Eds.) Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingual Matters.

Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.

 

Keywords
Language, Diversity, Identity, Decolonial, Ethnography
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-48029 (URN)
Conference
The Sociolinguistics of Globalization: (De)centering and (de)standardization, The University of Hong Kong, June 3-6, 2015
Available from: 2016-02-06 Created: 2016-02-06 Last updated: 2017-10-18Bibliographically approved
Bagga-Gupta, S. (2015). Challenges in (re)searching literacies in the 21st century: issues of timespace, mobility and identity-positions in the GLO-CAL North and South. In: : . Paper presented at GURT 2015, Diversity and Super-diversity: Sociocultural Linguistic Perspectives, Georgetown University, Washington DC, USA, March 13-15, 2015.
Open this publication in new window or tab >>Challenges in (re)searching literacies in the 21st century: issues of timespace, mobility and identity-positions in the GLO-CAL North and South
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Issues related to time and space explicitly or implicitly frame ways in which identity and language broadly, and literacy specifically get (re)searched. This study explicates challenges related to space – here, there and the virtual, mobility – across time and space (both geographical and virtually), and identity-positions through empirical examples from on-going ethnographically framed research in the Global North and South. Taking both a socially oriented perspective and a decolonial framework on language and identity, this contribution juxtaposes data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis builds upon (i) video-recordings of mundane activities, (ii) data-prompted discussions and (iii) archives and policy related to institutions in Sweden and Mumbai, India where individuals have access to and engage with a number of language varieties including their written modalities. Fieldwork in the projects raise important issues related to globalization and the very doing of research

Recent shifts in media and digital spaces have created new conditions for the human condition. For instance, how people engage with information, the visual, the written, the cultural; how they find, engage with, experience the written word and other cultural and intellectual tools. Everyday life across spaces, including the disparity of experiences between individuals and groups calls for systematically revisiting some central areas in the educational and social sciences. Flexibility and the hybridity of languaging in physical as well as digital spaces are afforded by the glo-cal nature of linguistic landscapes. Here processes of identity are shaped by the transnational, multilingual and glo-cal nature of participation both inside and outside institutional settings. These linguistic landscapes enable the creation of physical as well as symbolic relationships, enabling glo-cal states and experiences.

I attend to the following issues: (i) illustrate some important challenges of doing fieldwork in present times; (ii) raise issues related to individual actors talk and institutional accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other; (iii) illustrate the chained ecology and hybridity of communication and use of technologies in vastly different geopolitical physical and virtual spaces (ie. make visible the active work that participants and institutions “do” with symbols and artifacts through detailed descriptions of naturally occurring communication and interactions across time and space); and (iv) illustrate the ways in which multimodal analysis allows for revisiting dimensions of language socialization and identity-positions which get accounted for not as the sole property of individuals or as distinct bounded entities, but rather in terms of intrinsic performatory hybrid dimensions of individuals-cum-technologies-in-concert-across-time-and-space.

Keywords
Doing netnography, literacy, glo-cal, identity, digital, languaging
National Category
Educational Sciences Other Social Sciences
Research subject
Gender Studies
Identifiers
urn:nbn:se:oru:diva-41818 (URN)
Conference
GURT 2015, Diversity and Super-diversity: Sociocultural Linguistic Perspectives, Georgetown University, Washington DC, USA, March 13-15, 2015
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2017-10-17Bibliographically approved
Holmström, I., Bagga-Gupta, S. & Jonsson, R. (2015). Communicating and Hand(ling) Technologies: Everyday Life in Educational Settings Where Pupils With Cochlear Implants Are Mainstreamed. Journal of Linguistic Anthropology, 25(3), 256-284
Open this publication in new window or tab >>Communicating and Hand(ling) Technologies: Everyday Life in Educational Settings Where Pupils With Cochlear Implants Are Mainstreamed
2015 (English)In: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 25, no 3, p. 256-284Article in journal (Refereed) Published
Abstract [en]

Different technologies are commonly used in mainstream classrooms to teach pupils who wear surgically implanted cochlear hearing aids. We focus on these technologies, their application, how pupils react to them, and how they affect mainstream classrooms in Sweden. Our findings indicate that language ideologies play out in specific ways in such technified environments. The hegemonic position wielded by adults with regard to the use of technology usage has specific implications for pupils with cochlear implants.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2015
Keywords
cochlear implants, language ideology, oral communication, visually oriented communication
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-47290 (URN)10.1111/jola.12097 (DOI)000366423900002 ()2-s2.0-84950978229 (Scopus ID)
Available from: 2016-01-05 Created: 2016-01-04 Last updated: 2018-07-02Bibliographically approved
Bagga-Gupta, S. & Weckström, P. (2015). Going Beyond Inculsion: Reflections from research, culture and three years of DoT. In: Going Beyond Inclusion. New forms of Cultural Spaces in the 21st century: . Paper presented at A Cross-sector multidisciplinary international conference, “Going Beyond Inclusion. New forms of Cultural Spaces in the 21st century" (ICS 2015) Örebro, Sweden, November 18-21, 2015.
Open this publication in new window or tab >>Going Beyond Inculsion: Reflections from research, culture and three years of DoT
2015 (English)In: Going Beyond Inclusion. New forms of Cultural Spaces in the 21st century, 2015Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-48025 (URN)
Conference
A Cross-sector multidisciplinary international conference, “Going Beyond Inclusion. New forms of Cultural Spaces in the 21st century" (ICS 2015) Örebro, Sweden, November 18-21, 2015
Projects
DoT
Available from: 2016-02-06 Created: 2016-02-06 Last updated: 2018-07-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1846-858X

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