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Communication, Culture and Diversity (CCD)
The multi-disciplinary and international network-based research environment CCD, Communication, Culture and Diversity, was established in 1997 at Örebro University and moved to Jönköping Univeristy in 2016.
Within CCD, we study communication, culture and diversity from different perspectives. As the world today, marked by mobility and migration, has created new conditions for adults and children as well as for research, we (re)consider the conditions for communication, as well as for learning and identity production with regard to inclusion and exclusion for marginalised groups (i.e. culture, ethnicity, gender, dis/ability etc.).
We are also interested in the new media categories that are steadily developed through technological innovations. Currently, the focus is on artificial intelligence (AI), more specifically on data-driven practices in education and sustainable intelligent systems. Issues related to AI in learning and instruction are explored in the GRADE research network and the awarded centre for excellence in research, AILI. In line with these aspects, we focus on digital compentence and digital participation for children and adults, but also for the elderly.
We also study communication, culture and diversity from a historical perspective, drawing on modern and contemporary history, history didactics and the influence of history in society. The same is the case also when studying political theology and the philosophy of religion, for instance in global Christianity and interreligious relations.
Within the fields of language learning and language use as well as language and literature, the CCD research strives to critically understand the premises for communication and participation in analogue/real-digital/virtual/fictional contexts in educational and professional settings.
Three research schools within CCD
CCD is involved in three national research schools. Find our more about the research schools by cliking on the links below.
Researchers
Projects
Current research projects:
- DIP – Digitalization Initiatives, and Practices
- EL - Everyday Life
- EviMu – Learn (in Swedish)
- Gender Talk Gender Spaces
- Global Teachers for a Sustainable Future
- TaL-21 – Teaching and Learning in the 21st century
- TISA-2 - Tensions in Inclusion/integration agendas in Swedish Adult education in the 21 century
Earlier research projects:
- Atoz - Lives on Facebook
- CIC - Categorization, Identities and Communication
- CINLE - Studies of everyday Communication and Identity processes in Netbased Learning Environments
- CIT - Communication, Identity and Technology
- DIMUL - Doing Identity in and through Multilingual Literacy Practices
- DiveIN – Diversity as Normality
- DoT - Participation and Theater
- LeaDMe – Learning, Digitalization, and Media
- LIMCUL - Literacies, Multilingualism and Cultural Practices in Present Day Society
- LISA-21 - Languages and Identities in School Arenas in the 21st century
- PAL - Participation for All
- SLoT – Language, Learning and Theater
Publications
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Bagga-Gupta, S., Vigmo, S. (2024). Doing N/Ethnography in the Nexus of Language Learning and Technology: Trends and Looking Ahead.
In: R. Hampel & U. Stickler (Ed.), The Bloomsbury Handbook of Language Learning and Technology London: Bloomsbury Academic
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Bagga-Gupta, S. (2024). Analytical-methodological entanglements. On learning to (re)notice what, where, when, why and by whom in the re-search enterprise. In: C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Ed.), New Perspectives on Learning and Instruction Abingdon: Routledge
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Bagga-Gupta, S. (2023). Reflections on diversity in democratic societies. Accessibility and inclusion for whom, by whom in the 21st century.
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Glass, M., Bagga-Gupta, S. (2023). Constructing Language Boundaries: Historical Trajectories and Contemporary Categorizing in Swedish Spaces.
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Bagga-Gupta, S. (2023). Undisciplined researching in the margins. (Non-)naming human identities in Swedish spaces.
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Bagga-Gupta, S. (2023). Researching and teaching-learning within higher education. On the need for creative and curious mobile gazing in contemporary times.
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Bagga-Gupta, S. (2023). Un-/indisciplined researching in the margins. (Non-)naming positionalities in Swedish spaces.
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Rosa, A., Bagga-Gupta, S. (2023). The work of language. Explorations of institutional responses to diversity in Swedish universities.
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Bagga-Gupta, S. (2023). On the necessity of major and minor synvändor in the Educational Sciences. UN-learning to RE-learn for epistemic-sustainability.
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Bagga-Gupta, S., Kamei, M. (2023). Trajectories of becomings. Applying southern thinking to trouble imaginaries that link land-peoples-culture-language.
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Bagga-Gupta, S. (2023). Knowledging and Democracing. On the need for creative and curious mobile gazing on the contemporary planet.
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Bagga-Gupta, S. (2023). Ett evidencebaserat 3:e perspektiv på delaktighet och inkludering. Behovet av att gå bortom vår besatthet över att höra/tala och teckna [an evidence based third perspective regarding participation and inclusion, The need to transcend our obsession about hearing/speaking and signing].
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Bokander, L., Rogers, V., Meara, P., Rogers, B. (2023). Internal validity of the new LLAMA (v.3) aptitude tests.
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Agebjörn, A., Bokander, L. (2023). Exploring the relationship between educational background, vocabulary learning strategy use, and vocabulary knowledge in immigrants learning L2 Swedish. University of Birmingham
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Bokander, L., Agebjörn, A. (2023). Skolbakgrund, strategianvändning och ordförrådsutveckling på sfi. Linnéuniversitet
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