Intersectionality inside and outside schools. Theoretical and methodological perspectives on multilingualism, culture and identity, 7.5 credits
Intersektionalitet i och utanför skolan. Teoretiska och metodologiska perspektiv kring flerspråkighet, kultur och identitet, 7,5 högskolepoäng
Course Code: FLIIU38
Confirmed by: Research Board
Valid From: Nov 6, 2018
Version: 1
Education Cycle: Third-cycle level
Research subject: Education

Intended Learning Outcomes (ILO)

Students shall achieve the following objectives with respect to knowledge and understanding, competence and skills, judgment and approach.

Knowledge and understanding

After having completed the course the participant is expected to be able to
- explain different research perspectives on communication and identity in relation to intersectionality
- Explain in-depth different research perspectives on multilingualism, culture, and identity.

Skills and abilities

After having completed the course the participant is expected to have the ability to
- distinguish and analyze characteristics of the concept of intersectionality with respect to how it has emerged historically and with respect to different disciplinary foundations
- analyze and compare how selected research perspectives account for teaching and learning, communication, and inclusion/integration.
-demonstrate in-depth skills advancing a research-based argumentation orally and in writing.

Judgement and approach

After having completed the course the participant is expected to have the ability to
- problematize characteristics of the main areas and themes of the course
- distinguish and evaluate the possibilities and limitations of the selected perspectives for the participants own research work, with a particular focus on the concepts of multilingualism, intersectionality, identity, and diversity.


Type of instruction

Instruction is organized by way of lectures, seminars, workshops, conference participation, and individually written assignments. An online course management system is used for the course.
The medium of instruction is English.

The teaching is conducted in English.


Admission to the course requires general entry requirements for doctoral study.

Examination and grades

The course is graded Fail (U) or Pass (G).

More information about assessment of the specific goals and grading criteria will be provided to participants at the start of the course. The course is examined using individual assignment submissions.

Course evaluation

Feedback about instruction will take place continuously during the course. Course evaluation will take place at the conclusion of the course. Course evaluations will be compiled and commented upon by the course convener and shared with other educational coordinators for doctoral education at HLK. Course assessment will be the foundation for future course planning. The course evaluation will be conducted via the online course management system.

Other information

The course focuses on topics related to language, communication, identity, and culture in the life-worlds of youth and adults inside and outside schools. Topics related to language and communication are interwoven with topics related to identity and culture on an in-depth level. The concepts of intersectionality and languaging are treated. The historical development and theoretical foundations for both concepts and their social importance are considered. During the course, the two concepts are investigated and examined in relation to intersectional vantage points that emerge from the main themes of the course, that is to say language and communication, and identity and culture. The theoretical relevance of intersectionality is examined through an investigation of the following empirical fields: Cultural and Post/decolonial Studies, Deaf Studies, Literacy and Language Studies. The theoretical relevance of languaging is examined through an investigation of the following empirical fields: Educational Sciences, Deaf Studies, and Literacy and Language Studies. A detailed description of the schedule and how to apply for it are presented in a separate Appendix.

Course literature

Literature (compulsory):

Awasthi, Lava D. (2015). Interacting with politicians and policymakers. In Francis M. Hult & David Cassels Johnson (Eds.), Research methods in language policy and planning: A practical guide (pp. 244-247). Malden, MA: Wiley-Blackwell. 4 pp.

Bagga-Gupta, Sangeeta, & Messina Dahlberg, Giulia (2018). Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space. International Journal of Multilingualism, 1-28. 28 pp.

Bagga-Gupta, Sangeeta & Rao, Aprameya (2018). Languaging in digital global South-North spaces in the twenty-first century: media, language and identity in political discourse. Bandung: Journal of the Global South. 5(3), 1-34.

Bagga-Gupta, Sangeeta (2017). Going beyond oral-written-signed-virtual divides. Theorizing languaging from social practice perspectives. Writing & Pedagogy, 9(1), 49-75. 26 pp.

Bagga-Gupta, Sangeeta (2017). Center-staging language and identity research from earthrise perspectives. Contextualizing performances in open spaces. In Sangeeta Bagga-Gupta, Aase L. Hansen & Julie Feilberg (Eds.) Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space. (pp. 65-100). Rotterdam: Springer. 35 pp.

Bagga-Gupta, Sangeeta & St-John, Oliver (2017). Making complexities (in)visible: Empirically-derived contributions to the scholarly (re)presentations of social interactions. In Sangeeta Bagga-Gupta (Ed.) Marginalization Processes across Different Settings. Going beyond the Mainstream. (pp. 352-388). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Baran, Dominika M. (2018). Narratives of migration on Facebook: Belonging and identity among former fellow refugees. Language in Society, 47(2), 245-268. 18 pp.

Block, David (2017). Positioning theory and life-story interviews: Discursive firlds, gaze and resistance. In Sangeeta Bagga-Gupta, Aase L. Hansen & Julie Feilberg (Eds.) Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space. (pp. 25-40). Rotterdam: Springer. 15 pp.

Bryan, Audrey (2009). The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism? Race, Ethnicity and Education, 12(3), 297-317. 20 pp.

Carbin, Maria, & Edenheim, Sara (2013). The intersectional turn in feminist theory: A dream of a common language? European Journal of Women’s Studies, 20(3), 233-248. 15 pp.

Davis, Kathy & Zarkov, Dubravka (2017). Editorial. EJWS retrospective on intersectionality. European Journal of Women’s Studies. 24(4), 313-320. DOI: 10.1177/13505068177119393 7 pp.

Denscombe, Martyn (2008). Communities of practice: A research paradigm for the mixed methods approach. Journal of Mixed Methods Research, 2(3), 270-283. 13 pp.

Deumert, Ana (2017). ‘My tribe is the Hessequa. I’m Khoisan. I’m African’: Language, Desire and Performance among Cape Town’s Khoisan Language Activists. With Justin Brown. Multilingua 36: 771-594. 23 pp.

Deumert, Ana (2017). A luta continua – Black Queer Visibilities and Philosophies of Hospitality in a South African Rural Town. With Nkululeko Mabandla. Journal of Sociolinguistics. 21: 397-419. 22 pp.

Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100, 19-47. 28 pp.

Dumas, Nathaniel W. (2016). "This guy says I should talk like that all the time": Challenging intersecting ideologies of language and gender in an American Stuttering English comedienne's stand-up routine. Language in Society, 45(3), 353-374. 21 pp.

European Journal of Women’s Studies (2006) Volume 13 (3) s. 187-290. Sage Journals, Online. 103 s (2 articles).

Freeman Field, Rebecca (2015). Interacting with schools and communities. In Francis M. Hult & David Cassels Johnson (Eds.), Research methods in language policy and planning: A practical guide (pp. 235-239). Malden, MA: Wiley-Blackwell. 5 pp.

Grant, Carl A., & Zwier, Elisabeth (2011). Intersectionality and student outcomes: Sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religious, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13(4), 181-188. 7 pp.

Gynne, Annaliina, Bagga-Gupta, Sangeeta & Lainio, Jarmo (2016). Practiced linguistic-cultural ideologies and educational policies. A case study of a "bilingual Sweden Finnish School". Journal of Language, Identity and Education, 15(6), 329-343. 14 pp.

Hancock, Ange-Marie. (2016). Intersectionality: An intellectual history. Cambridge: Cambridge University Press. 259 pp.

Holmström, Ingela, Bagga-Gupta, Sangeeta & Jonsson, Rickard (2015). Communicating and hand(ling) technologies. Everyday life in educational settings where pupils with cochlear implants are mainstreamed. Journal of Linguistic Anthropology, 25, 256–284. doi:10.1111/jola.12097. 28 pp.

Hornberger, Nancy H. (2006). Negotiating methodological rich points in applied linguistics. In Micheline Chalhoub-Deville, Carol A. Chapelle, and Patricia Duff (red.), Inference and Generalizability in Applied Linguistics: Multiple Perspectives (pp. 221-240). Philadelphia: John Benjamins. 39 pp.

Hult, Francis M. (2019). Towards a unified theory of language development: The transdisciplinary nexus of cognitive and sociocultural perspectives on social activity. Modern Language Journal. 10 pp.

Hult, Francis M. (2017). Nexus analysis as scalar ethnography for educational linguistics. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 89-104). London: Routledge. 15 pp.

Kirkham, Sam (2015). Intersectionality and the social meanings of variation: Class, ethnicity, and social practice. Language in Society, 44(5), 629-652. 23 pp.

May, Stephan (2014). Disciplinary divides, knowledge construction, and the multilingual turn. In Stephan May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education. (pp. 7-31). New York: Routledge. 24 pp.

McCall, Leslie (2005). The complexity of intersectionality. Signs: Journal of Women in Culture and Society, 3(3), 1771-1800. 29 pp.

Messina Dahlberg, G. & Bagga-Gupta, S. (2014). Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom. Learning, Media & Technology. 39 (4), 468-487.

Norton, Bonny, & De Costa, Peter I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112. 22 pp.

Pradhan, Uma (2018). Simultaneous identities: Ethnicity and nationalism in mother tongue education in Nepal. Nations and Nationalism, 1-21. DOI: 1111/nana.12463 21 pp.

Romero, Yasmine (2017). Developing an intersectional framework: Engaging the decenter in language studies. Critical Inquiry in Language Studies, 14(4), 320-346. 26 pp.

Roxas, Kevin, & Roy, Laura (2012). “That’s how we roll”: A case study of a recently arrived Refugee Student in an urban high school. The Urban Review, 44(4), 468-486. 18 pp.

Staunaes, Dorthe (2003). Where have all the subjects gone? Bringing the concepts of intersectionality and subjectification. NORA, 11(2), 101-110. 9 pp.

Talmy, Steven. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 30, 128-148. 20 pp.

Valentine, G. (2005). Theorizing and researching intersectionality: A challenge for feminist geography. The Professional Geographer, 59(1), 10-21. 11 pp.

Wikan, Unni (2002). Generous betrayal: Politics of culture in the new Europe. Chicago: The University of Chicago Press. 69-114. 43 pp.

Winker, Gabriele & Degele, Nina (2011). Intersectionality as multi-level analysis: Dealing with social inequality. European Journal of Women’s Studies. 18(1), 51-66. 15 pp.
List of references:

Duff, P. (2007). Case study research in applied linguistics. London: Routledge. 238 s.

Lave, Jean, & Wenger, Etienne (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. 130 s.

Rivers, Damian & Zotzmann, Karin (Eds.)(2017). Isms in language education: Oppression, intersectionality and emancipation. Berlin: Mouton de Gruyter. (ca 50 s.)

Saldaña, Johnny. (2015). The coding manual for qualitative researchers (3rd Edition). London: Sage. 368 pp.

Scollon, R., & Scollon, S.W. (2004). Nexus Analysis. London: Routledge. 224 pp.

Seidman, I. (2005). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd Ed.). New York: Teachers College Press. 162 pp.

Wenger, Etienne (1998). Communities of Practice. Learning, Meaning and Identity. Learning in Doing Series – Social, cognitive and computational perspectives. Cambridge: Cambridge University Press. 307 pp.

Young, Richard F (2008): Language and Interaction. An advanced resource book. London: Routledge. 330 pp.

Bhabha, Homi (1994). The Location of culture. London: Routledge. 285 pp.

Barton, David, & Tusting, Karin (2005). Beyond communities of practice: Language, power and social context. Cambridge: Cambridge University Press. 243 pp.

Crenshaw, Kimberle. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299. 58 pp.

European Journal of Women’s Studies. Virtual Special Issue on Intersectionality. Available from ca. 400 pp.

Iedema, Rick, & Caldas-Coulthard, Carmen Roas (Ed.) (2007). Identity trouble. Palgrave Macmillan. 295 s. Part 1. 200 pp.

Journal of Sociolinguistics (1999). Volume 3 Issue 4. 421-590 pp.

Linell, Per (1998). Approaching dialogue: Talk, interaction and contexts in dialogical Perspectives. Amsterdam: John Benjamin. 330 pp.