The CCD seminar series consists of four different strands:

1. The CCD international seminars (always in English). The theme for the autumn 2021 seminars is Southern, Decolonial, Alternative Perspectives (of relevance to at least one of the following: identity, communication, learning, doing research) . We will have three overarching themes for the international seminars – one theme per semester. The other two are Rethinking concepts/conceptual ideas (of relevance for communication, culture and diversity) running in spring 2022 and,  Non-programmatic methodologies (of relevance for communication, culture and diversity), which runs in autumn 2022.

2. The CCD working papers seminars (in English or Swedish).

3. The PraSK seminars (Practices, Skills, and Knowledge, always in English).

4. The DoIT seminars (DoIT - Delaktighet och Inkludering Tankesmedja [the Participation and Inclusion Think Tank], most often in Swedish).

Please note that all times are CET (Central European Time) or, in 2021 between March 28 and October 31, CEST (Central European Summer Time).

Autumn 2021

Aug 13, 1-5.30 p.m.

DoIT Seminar series

Sep 2, 1-3 p.m.

CCD Working Papers/Internal seminar series

CANCELLED: Ylva Lindberg & Svenska som ett språk bland andra i svensk lärarutbildning: Hur stödjer CCD-forskning svenskämnets utveckling?

 

Sep 10, 1-4 p.m.

CCD Working Papers/Internal seminar series

Lars Almén, Doctoral Defence, Jönköping University

Title: One-school-for-all As Practice: A Nexus Analysis of Everyday Digitalization Practices

More information and a link to sign up for the seminar can be found here.

 

Sep 17, 10 a.m.-12 noon

PraSK Seminar series

Fernando Bolaños Zarate

Title: An exercise in triangulaxivity: experiences from a research-based doctoral degree in education.

Zoom: https://ju-se.zoom.us/j/62346289697?pwd=dWxRUENpTEszYzczblFSR0dmSWMvdz09

Every research method is underpinned by particular assumptions. As such, each method has inherent limitations. It is not a question of chastising one method or another, but rather making explicit the breath of the scope of a method so as to not be stuck within a comfortable stance of philosophical issues of truth, interpretation and responsibility (Lather 2006). Moreover, research and findings can be more about mean-making process than outcomes, more about questions than answers, more about connecting and living than arriving, and more about exploration than delivery” (Koro-Ljungberg, 2015, pp. 18-19). The goal of this research seminar is to share and debate how it was that three different academic research articles, that could be argued to be onto-epistemologically conflicting with each other, and as such unfit to be submitted as a cohesive doctoral thesis, in fact articulated well and offered a more comprehensive understanding of the qualitatively distinct forms in which S-TVET2 students experience an information interaction activity within digital environments.


Notes:

1. Triangulaxivity entails both triangulation and reflexivity (Koro-Ljungberg, 2015). These concepts have meant different things throughout different periods, and mean different things in different contexts and fields (Koro-Ljungberg, 2015). In the doctoral thesis that will be used as an example during this seminar, for example, investigator triangulation was used during the phenomenographic study so as to bolster the credibility and trustworthiness of emerging categories (see Bolaños & Salinas, 2020). Koro-Ljungberg (2015), however, employs them within the field of research methodology. For her, and within such a field, triangulation implies the use of several approaches (methodology) so as to better comprehend a phenomenon (Koro-Ljungberg, 2015). And reflexivity is referent to a researcher’s own pensive practice throughout the process and a desire to probe even if the methodologies that will eventually be used are not thought to be sound between one another (Koro-Ljungberg 2015). As long as the approach and the method used to study are sound in one leg of the journey, the next leg can in fact venture into different approaches and methods: “meanings could also be thought of through plurality. For meaning does not necessarily need to close down dialogue, and meaning can, indeed, be multiple” (Koro-Ljungberg, 2015, p. 18).

2. Secondary Technical and Vocational Education and Training (S-TVET). In the case of this study, more specifically, Chilean students enrolled within the S-TVET system.


References:

Bolaños, F., & Salinas, A. (2020). Secondary vocational education students’ expressed experiences of and approaches to information interaction activities within digital environments: a phenomenographic study. Education and Information Technologies, https://doi.org/10.1007/s10639-020-10322-0 External link, opens in new window..

Lather, P. (2006). Paradigm proliferation as a good thing to think with: teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1), 35-57.

Koro-Ljungberg, M. (2015). Methodological language creates “realities”; labels and language matter. In K. DeRosa (Ed.), Reconceptualizing Qualitative Research: Methodologies Without Methodology (pp. 11-43). United States of America: Sage


Reading before the seminar (please contact Susanne Smithberger for the articles):

1. "Digital abilities, between instrumentalization and empowerment: a discourse analysis of Chilean Secondary Technical and Vocational public policy documents": https://doi.org/10.1080/13636820.2021.1973542

2. "Secondary vocational education students’ expressed experiences of and approaches to information interaction activities within digital environments: a Phenomenographic study": https://doi.org/10.1007/s10639-020-10322-0


Oct 1, 1-3 p.m.

CCD international seminar series

Nelson L. Flores, University of Pennsylvania, USA

Title: Raciolinguistic Genealogy, Colonialism and Bilingual Education in the United States

Zoom: https://hkr-se.zoom.us/j/66037027238

Chair: Maria Bäcke, Jönköping University

Abstract: This presentation proposes raciolinguistic genealogy as a methodological approach to the study of language education. It briefly defines three components of this approach: 1) a genealogical stance that brings attention to the discursive construction of race within the context of European colonialism; 2) a materialist framing of white supremacy that focuses on the material inequities made possible by multiple generations of racial oppression; and 3) a raciolinguistic perspective that examines the role of language ideologies in the production of race and the justification of these material disparities. It offers the case of bilingual education in the United States as an illustration of the affordances of raciolinguistic genealogy in researching language education policy.

Readings: Flores, Nelson. (2020). "Raciolinguistic genealogy as method in the sociology of language." DeGruyter Mouton. https://doi.org/10.1515/ijsl-2020-0102

Flores, Nelson, Phoung, Jennifer, and Venegas, Karla M. (2020). “'Technically an EL:' The Production of Raciolinguistic Categories in a Dual Language School." TESOL Quarterly, Vol. 54, No. 3, September 2020.

Please contact susanne.smithberger@ju.se for the articles.


Oct 15, 1-3 p.m.

CCD international seminar series

Cristine Severo, Universidade Federal de Santa Catarina, Florianópolis, Brazil

Title: Colonial Linguistics and the relation between Brazil and Africa

Zoom: https://gu-se.zoom.us/j/65357047470

Chair: Giulia Messina Dahlberg, Gothenburg University

Abstract: In this presentation I explore the colonial relation between Brazil and Africa by focusing on Missionary/Colonial Linguistics and the invention of Indigenous and African languages in Brazil. Colonial Brazil was characterized by a massive production of grammars and dictionaries of Indigenous languages expedited by the use of translation which resulted in the diversification of genres to serve new social purposes. Colonial Brazil was also a site of racialized discourses in the context of slavery that contributed to define racialized languages. In postcolonial Brazil, the relationship between language and Brazilian nationality was a source of conflict surrounding which variety of Portuguese could be used to imagine Brazil as a nation. I argue Colonial and Post Colonial Linguistics can contribute to expand the notion of language in relation to how they have been historically invented.

Readings: SEVERO, Cristine Gorski; MAKONI, Sinfree. B.. African Languages, Race, and Colonialism: The Case of Brazil and Angola. In: H. Samy Alim; Angela Reyes; Paul V. Kroskrity. (Org.). The Oxford Handbook of Language and Race. Oxford: Oxford University Press, 2020, v. 1, p. 153-166.

SEVERO, Cristine Gorski; MAKONI, Sinfree. B. . Discourses of language in colonial and postcolonial Brazil. Language & Communication, v. 34, p. 95-104, 2014. Disponível em: http://www.sciencedirect.com/science/article/pii/S0271530913000682

Please contact susanne.smithberger@ju.se for the articles.


Oct 21, 1-3 p.m.

CCD Working Papers/Internal seminar series

1-2.15 p.m. Jennie Berg, Jönköping university. Reader: Margareta Häggström, HLK
Doctoral students: Josefin Rostedt och Pontus Bäckström

2.30-4 p.m. Kerstin Klavebäck, Jönköping university. Reader: Angelica Simonsson, Högskolan i Borås. Internal reader: Jenny Malmqvist (CCD)

Zoom: https://ju-se.zoom.us/j/7262330985 External link, opens in new window.


Oct 22, 10 a.m. – 12 noon

PraSK Seminar series

Maria Riveiro, Professor of Computer Science, Department of Computing, JAIL/JTH

Title: Human-Centered Artificial Intelligence (AI)

Zoom: JU-SE.ZOOM.US/J/7262330985

AI “is the science and engineering of making intelligent machines, especially intelligent computer programs.” As these intelligent machines increase in our daily activities, becoming more and more critical in multiple areas such as criminal justice, healthcare, education, and defense, there is a need to design them giving users a high level of understanding and control to preserve human agency. 

The notion of Human-Centered AI dominates now the public AI debate, stating that AI-systems should be beneficial to humans both at individual and social level. They should incorporate “by design” appropriate ethical standards and values such as transparency, human oversight, privacy protection, sustainability, non-discrimination, and fairness. 

In this talk, I address two challenges for achieving successful human-machine collaboration that are fundamental in Human-Centered AI: (1) AI-systems need to support humans in understanding them, and (2) AI-systems need to be able to understand humans. We will touch upon intrinsically challenging aspects to consider when designing 

 

Oct 22, 1-5 p.m.

DoIT Seminar series

Theme: Vi behöver prata om – mellanmänsklighet (in Swedish)

Obs! Tolkar mellan svenskt teckenspråk och talad svenska finns

Plats: Claragården, Klara Östra Kyrkogata 7, Stockholm och digitalt via Zoom

More information can be found here: DoIT meeting October 22


Nov 19, 1-3 p.m.

PraSK Seminar series

Inti Lammi, Senior Lecturer, School of Business, Society & Engineering, Division of Organization and Management, Mälardalen University

Title: Learning to be Secure/Virtual: Covid-19 Adaptation in a High Security Setting

Zoom: JU-SE.ZOOM.US/J/7262330985

The rapid transition towards digital/virtual work during the pandemic has been widely noted. To what extent this shift has been deemed radical does, however, depend on the organizational setting in question. In many settings this shift has implied an increased amount of virtual work and an increased use of virtual tools that have already been available. For other settings, this shift has implied a far more radical shift – a coming to terms with new tools and new ways of work that have been previously considered unthinkable. Examples of the latter kind are high security organizations that have been vary of the open-ness and fragility of digital/virtual work. In my research, I have followed the transition from the non-use of virtual/digital tools to a ‘secure’ form of virtual work in a high security setting that prior to the pandemic largely avoided digitalization. As my findings show, learning to work virtually implies a careful translation of secure work practices from non-digital mode of work to new virtual modes of work. Critical in this translation and learning is the trust in extant ‘security culture’, something assumed to suffuse the work atmosphere, and the institutional conditions that risk to fundamentally limit the extent by which work can ever truly be virtual. Under these conditions, how do actors really learn to develop new digital/virtual work practices? Can work ever be both virtual and secure?

 

Nov 25, 1-3 p.m.

CCD Working Papers/Internal seminar series

1-2 p.m. Title: Svenska som ett språk bland andra i svensk lärarutbildning: Hur stödjer CCD-forskning svenskämnets utveckling?

2-3 p.m. Sangeeta Bagga-Gupta, Jönköping University, and Giulia Messina Dahlberg, Gothenburg University

Title: On studying peoples’ participation across contemporary timespaces: Disentangling analytical engagement. Outlines. Critical Practice Studies. Special Issue: Transmethodology: Research Beyond Proceduralism. 22(1), 49-88. https://tidsskrift.dk/outlines/article/view/125861


Dec 3, 1-3 p.m. 

CCD international Seminar series

Ashraf Abdelhay, Linguistics and Arabic Lexicography, Doha Institute for Graduate Studies, Qatar

 

Dec 10, 2-3.30 p.m.

LDN (Litteraturdidaktiskt nätverk) webinar, Angela Marx Åberg

Angela Marx Åberg will discuss literary texts as a platform for authenticity in language education.

Zoom: https://ju-se.zoom.us/j/64498707429?pwd=cDBuUTVEZXA5TnpTcUF6a0Yrak0ydz09

 

Spring 2022

CCD international Seminar series

Theme for the CCD international spring seminars 2022: Rethinking concepts/conceptual ideas (of relevance for communication, culture and diversity),

Save the dates:

Jan 28 (10 a.m.-12 noon): Tsitsi Chataika, Department of Educational Foundations, University of Zimbabwe

Mar 25 (10 a.m.-12 noon): Anamik Saha, Media, Communication, and Cultural Studies, Goldsmiths University of London

May 20 (1-3 p.m.): Peter De Costa, Department of Linguistics, Germanic, Slavic, Asian and African Languages, Michigan State University (MSU)


CCD Working Papers/Internal seminar series

Save the dates:

Feb 10 (1-3 p.m.)

March 31 (1-3 p.m.)

May 5 (1-3 p.m.)


PraSK Seminar series

Feb 25 (2-4 p.m.): Ted Schatzki, Department of Philosophy, University of Kentucky

Title: The Trajectories of a Life

This presentation combines a phenomenological account of life trajectories with a practice theory approach to the social contexts in which life trajectories occur to illuminate key features of the phenomena studied by life course research. The discussion construes life trajectories, not as the events and transitions that make up the progress of life in specific life domains, but as central dimensions of a life qua continually unfolding entity. It subjects three types of trajectories so construed to analysis: space-time paths, successions of actions, and past-future arcs. It then explores the contextualization of such trajectories in constellations of social practices. The presentation concludes by situating life and its trajectories in the causal order of society and reflecting on the advantages of using theories of practices in this context.


Conference

April 27-29, 2022

The 2022 GoPar Conference

Going beyond binary thinking: Dialogues for participation, communication and equity in contemporary societies

Between 27-29 April 2022 Jönköping University in Sweden will host the GoPar conference, an international event that aims to bring together academics and professional actors across sectors from across the world and Sweden to dialogue on issues of participation, communication and equity in contemporary societies. The Communication, Culture and Diversity (CCD) research environment (www.ju.se/ccd) and the Participation and Inclusion Think-Tank DoIT (www.ju.se/ccd/doit) are the organizers of the GoPar conference. The event will take place online, and will consist of workshops, panel discussions and keynote presentations.

More information can be found here: GoPar Conference website