ORCID Profile
0000-0002-8544-9215
Current Organisation
University of South Australia
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Sociology | Curriculum and Pedagogy | LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori) | Consumption and everyday life | Cultural studies | Sociology Of Education
Publisher: Springer Science and Business Media LLC
Date: 08-07-2011
Publisher: Informa UK Limited
Date: 17-09-2009
Publisher: Pro Reitoria de Pesquisa, Pos Graduacao e Inovacao - UFF
Date: 14-03-2023
DOI: 10.22409/GRAGOATA.V28I60.57719
Abstract: Presentation
Publisher: Routledge
Date: 04-07-2013
Publisher: Informa UK Limited
Date: 15-11-2022
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Galoa
Date: 2018
Publisher: Wiley
Date: 09-07-2019
DOI: 10.1002/TESQ.527
Publisher: Wiley
Date: 21-05-2023
DOI: 10.1002/TESQ.3229
Abstract: In this paper, we investigate the pressures placed upon English teaching by neo‐nationalist politics, particularly as it overlays existing neoliberal constraints. We focus on the experiences and perspectives of Brazilian teachers who are committed to critical language education even as it carries increasing risks to themselves. Interviews with five teachers are used to illustrate the ways in which their work is regulated through a form of power working through fear and threat of violence that has been termed (in)securitization (R ton et al., 2022). By identifying the metapragmatic strategies adopted by teachers faced with hostile neo‐nationalist (in)securitization, including through what we are terming border talk, teachers and other agents in other settings are in a better position to strengthen critical language teaching and, as a consequence, fight for a more democratic future.
Publisher: Informa UK Limited
Date: 22-01-2019
Publisher: Informa UK Limited
Date: 02-2019
Publisher: Informa UK Limited
Date: 14-09-2010
Publisher: Palgrave Macmillan US
Date: 2015
Publisher: FapUNIFESP (SciELO)
Date: 08-2020
DOI: 10.1590/01031813749651220200706
Abstract: RESUMO Este texto propõe uma agenda de pesquisa sobre a produção de espaços de diálogo e solidariedade entre territórios periféricos. O termo ‘transperiferias’ traduz esta proposta de pesquisa e engajamento, elaborada coletivamente por sete pesquisadores/as situados/as no c o aplicado dos estudos da linguagem. A agenda das transperiferias oferece caminhos de ruptura com paradigmas que situam, de um lado, a produção de conhecimento sobre desigualdade e, de outro lado, os sujeitos e territórios que se engajam com a contestação dessa desigualdade a partir de posicionalidades marginais. Propõe-se, em outras palavras, uma aproximação entre a produção de saber “sobre” as periferias com a produção de conhecimento “das” periferias, ao mesmo tempo em que se projetam espaços de diálogo e reflexão “entre” periferias, regionais, nacionais e globais. O texto justapõe os tipos de engajamento e produção epistêmica de cada um/a dos/as pesquisadores/as, de modo a apontar para formas em que objetos de investigação, como letramentos, tradução, processos de racialização, enregistramento sociolinguístico, violência etc., podem ser revisitados numa visão transperiférica. Convidamos sujeitos de diferentes periferias, bem como c os epistêmicos ersos, a liarem e tensionarem essa agenda de investigação.
Publisher: Springer International Publishing
Date: 2020
Publisher: Routledge
Date: 07-04-2017
Publisher: SAGE Publications
Date: 09-07-2016
Abstract: This article identifies the complex emotional dimensions of migrant mothers’ involvement in their children’s education, building on feminist scholarship which affirms the importance of their emotional labour. We present findings from a study of Muslim Iraqi mothers with school-aged children in Australia, based on 47 interviews with 25 immigrant mothers. Drawing on a Bourdieusian conceptual framework, we argue that the reserves of cultural and emotional capital required for effective participation in children’s education can be both consolidated and diminished through the process of migration. Perceived ineffective involvement comes at heavy emotional price, threatening some women’s perceptions of themselves as ‘good mothers’.
Publisher: Informa UK Limited
Date: 05-06-2018
Publisher: Informa UK Limited
Date: 02-10-2015
Publisher: Springer Science and Business Media LLC
Date: 04-2004
DOI: 10.1007/BF03216807
Publisher: Multilingual Matters
Date: 26-02-2020
Publisher: FapUNIFESP (SciELO)
Date: 15-05-2017
DOI: 10.1590/1984-6398201610966
Abstract: ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for ex le. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.
Publisher: Wiley
Date: 08-2021
DOI: 10.1111/JOLA.12321
Abstract: The racist ideology of traditional, ruling‐class Brazilian nationalism, which denies the existence of racial isions, is inherently anti‐Black. For ex le, in 2020 the Federal Government of Brazil revoked affirmative action programs for graduate degrees in universities. These anti‐black ideologies also influence linguistics in Brazil. In the twenty‐first century, one of the high‐profile representatives of this initiative is the Educated Urban Linguistic Norm Project that chose the urban speaker, who is mostly white, as the norm for all the speakers. Similarly, a series of daily online lectures hosted by ABRALIN, the national professional association for linguistics, beginning in May 2020, was without Black Brazilian speakers over the first month and a half of the schedule. In this work we seek to provoke discussions towards rethinking the role of whiteness in Brazilian linguistics moving from the Black‐as‐theme to Black‐as‐life framework.
Publisher: Informa UK Limited
Date: 14-09-2010
Publisher: FapUNIFESP (SciELO)
Date: 04-2019
Publisher: Informa UK Limited
Date: 11-12-2014
Publisher: SAGE Publications
Date: 08-01-2014
Abstract: This article contributes to the analysis of the global spread of support for school choice and to the understanding of how a particular form of policy development reflects and cements this support. It maps the growing dominance of school choice within a reconfiguration of politics, policy making, and research. To establish the nature of this reconfiguration, a comparison is made between the Karmel Review, which established systematic federal government intervention in Australian schooling, and the Gonski Review. The analysis traces a move away from a social-democratic model built around an autonomous and representative government authority in which educational research was broadly writ, to a neoliberal model under direct government control, drawing selectively on a cast of corporate consultants and technocrats. I conclude with a consideration of the wider implications of the dominance of school choice as a paradigm for funding reform.
Publisher: Springer Science and Business Media LLC
Date: 09-2023
Publisher: FapUNIFESP (SciELO)
Date: 08-2018
DOI: 10.1590/010318138651938366581
Abstract: RESUMO Embora a formação de cidadãos esteja no centro das políticas públicas para o ensino básico, nem sempre o futuro professor de línguas estrangeiras é preparado para alcançar tal objetivo. O projeto analisado aqui buscou a desenvolver a capacidade dos licenciados de incluir dimensões de cidadania intercultural na sua prática docente. O trabalho envolveu reflexões sobre narrativas e diálogos interculturais, e propostas para a sua incorporação na sala de aula. O artigo contribui para repensar a relação entre direitos humanos e noções de cidadania, chamando atenção para a importância, na sua definição, de mobilizações coletivas e da construção de comunidades por meio de comunicações focadas em finalidades sociais e políticas.
Publisher: Cambridge University Press (CUP)
Date: 03-09-2023
DOI: 10.1017/S0047404521000750
Abstract: This article examines semiotic resignifications undertaken in ‘peripheral’ cultural production through an ethnographic analysis of the trajectory of the Amazonian artist, Jaloo. Jaloo occupies multiple positions of marginality in Brazilian society and artistic scenes, which he connects to other global peripheries in his performances, aesthetics, and self-narratives. Building on anthropological and sociolinguistic scholarship, we show how ‘peripheral’ status is managed by Jaloo in the context of a growing and politicised audience for outsider and alternative cultural production. We theorise Jaloo's negotiation of his relationship with audiences and the media as rescaling. Further, we argue that this rescaling entails the ordering of semiotic resources into a social imaginary that reconfigures peripheral territories and identities, which we consider in terms of a transperipheral chronotope. (Inequality, chronotopes, indexicality, race, coloniality, scales, periphery)
Publisher: Informa UK Limited
Date: 11-07-2017
Publisher: Multilingual Matters
Date: 31-12-2020
Publisher: John Benjamins Publishing Company
Date: 2006
DOI: 10.2104/ARAL0611
Publisher: Informa UK Limited
Date: 08-2014
Publisher: Informa UK Limited
Date: 03-07-2023
Publisher: Informa UK Limited
Date: 06-2012
Publisher: Project MUSE
Date: 2009
DOI: 10.1353/RDT.0.0046
Publisher: Pro Reitoria de Pesquisa, Pos Graduacao e Inovacao - UFF
Date: 30-07-2021
DOI: 10.22409/CADLETRASUFF.V32I62.48721
Abstract: Apresentamos as contribuições e trajetória de Jan Blommaert (1961-2021), sociolinguista belga que trabalhou nas interfaces entre os estudos da linguagem, antropologia e sociologia. Sua principal contribuição teórica foi no desenvolvimento do c o da sociolinguística da globalização (BLOMMAERT, 2010), mas ele se destacou também pela litude de sua produção científica e pelo diálogo que manteve com pesquisadores ao redor do mundo. Numa perspectiva etnográfica, Blommaert contribuiu para o refinamento de conceitos como ideologia linguística, super ersidade, indexicalidade, entextualização, escala e cronotopo, entre outros. Suas pesquisas empíricas contemplaram políticas linguísticas na Tanzânia, a recepção de imigrantes na Europa, novas formas de interação online e formas emergentes de autoritarismo político. Os estudos da linguagem brasileiros foram inelutavelmente afetados pelo trabalho de Blommaert -- e a sua proposta de estudo de formas emergentes da interação, do discurso e da linguagem certamente ainda renderá muitos frutos. Seu legado, visível não apenas em uma produção acadêmica prolífica mas também em relações sociais intencionalmente igualitárias, sobreviverá por um tempo duradouro.
Publisher: Informa UK Limited
Date: 09-2008
Publisher: Informa UK Limited
Date: 31-10-2008
Publisher: Informa UK Limited
Date: 12-2004
Publisher: Springer Science and Business Media LLC
Date: 11-2022
DOI: 10.1007/S13384-022-00564-X
Abstract: This paper examines the openings for educational change enabled by framing inequality through the concept of rights, considering how variations of this framing have emerged historically and in current debates. Taking as our starting point the 1970 publication Rights and Inequality in Australian Education, we suggest that it is important to pay attention to the ways in which rights gain force within social action and through demands made by differently constituted publics. In the 1960s and 1970s, a right to educational equality garnered greater recognition, prompting moves towards needs-based funding and curriculum ersification, led by the Commonwealth Schools Commission. These moves were responsive to social movements that helped to shape new publics. In a second and more politically conservative moment, rights and inequality were increasingly separated in policies influenced by neoliberalism. We argue that the strategies currently adopted by Indigenous scholar-activists are promoting a return to a rights-based perspective, which is distinctive in casting inequality as ontological and epistemic violence.
Publisher: Oxford University Press (OUP)
Date: 2020
Publisher: Routledge
Date: 28-10-2022
DOI: 10.4324/B23074-12
Publisher: Informa UK Limited
Date: 12-04-2022
Publisher: Pro Reitoria de Pesquisa, Pos Graduacao e Inovacao - UFF
Date: 13-07-2017
DOI: 10.22409/GRAGOATA.V22I42.33477
Abstract: This paper seeks to investigate the social identities connected to English in Brazil by connecting these to linguistic ideologies, and reflecting on how they may be challenged. It is based on first-person narration of “critical moments” from the perspective of an English language “native speaker” migrant to Brazil. The reflections identify how race is intimately connected to the “native speaker” category, theorised through the notions of “racial acceptability” and “racial capital”, drawing on a Bourdieusian theoretical framework. The article concludes with ex les of challenges to the “native speaker” model in the hybrid linguistic practices of Brazilian youth.--- DOI: 0.22409/gragoata.2017n42a894---Original in English.
Publisher: Informa UK Limited
Date: 09-2008
Publisher: FapUNIFESP (SciELO)
Date: 04-2019
DOI: 10.1590/010318138654190460531
Abstract: ABSTRACT Although plurilingualism is a well-established topic in the international literature, especially in situations of transnational mobility, we still know little about the learning and appropriation of non-standard forms of English by young Brazilians online. Unlike the instrumental uses that predominate in formal English language teaching, digital literacy practices often focus on identity construction and expression, posing questions of race, gender, sexuality, and social status. Based on a digital ethnography of a Facebook page focused on American black popular culture, we analyze the linguistic resources and cultural references drawn upon by participants. The research seeks to understand the perspectives and online practices of young Brazilians, mobilizing theoretical resources from New Literacy Studies to understand the processes of discursive construction and resignification. The results show the importance of virtual spaces for the affirmation of subaltern identities, and at the same time the spatial restriction of some discursive expressions of identity, isolated from other educational and social environments in which the participants circulate. The article concludes by considering the implications for the democratization of foreign language learning in Brazil.
Publisher: FapUNIFESP (SciELO)
Date: 06-2019
DOI: 10.1590/1984-6398201915478
Abstract: RESUMO Este artigo examina como a reforma do ensino de alfabetização tornou-se uma prioridade política fundamental para os movimentos políticos conservadores contemporâneos. No Brasil, um governo federal populista de direita priorizou uma mudança para o “método fônico”, enquanto nos EUA e na Austrália a defesa conservadora do método fônico resultou em mudanças nas políticas nas últimas três décadas. A defesa da política do método fônico (PMF) é examinada como parte de uma mudança no terreno do debate político em direção ao controle de instituições culturais e educacionais, defendido por novos tipos de coalizão política. Além disso, a defesa da política do método fônico (PMF) ganha espaço como resultado do compartilhamento transnacional de pessoal, discursos e estratégia política entre grupos conservadores. A análise aponta para conexões entre componentes religiosos, tradicionalistas e neoliberais da defesa política conservadora contemporânea. A discussão baseia-se no exame de relatórios de mídia e declarações de políticas, com foco no caso brasileiro, sugerindo que os interesses comerciais e ideológicos são particularmente próximos nesse cenário, em relação a estudos anteriores em outros lugares.
Publisher: SensePublishers
Date: 2011
Publisher: Informa UK Limited
Date: 05-2013
Publisher: Informa UK Limited
Date: 15-03-2022
Publisher: SAGE Publications
Date: 29-07-2020
Abstract: This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007 Mignolo, 2003). I discuss the resignification of globally circulating texts in terms of their entextualisation and reflect on my own role in this process through an auto-ethnographic narrative. I focus on two widely circulating texts that explicitly deal with questions of social power and globalisation: ‘On the cunning of imperialist reason’ (Bourdieu and Wacquant, 1999) and ‘A pedagogy of multiliteracies’ (The New London Group, 1996). Examination of their re-entextualisation in Brazil points to the need to bring to bear additional epistemological resources attuned to social and political struggles in order to address the racial inequalities that have come to be at the forefront of my own scholarly concerns. The article concludes by suggesting ways of engaging with globally circulating knowledge through the incorporation of knowledge produced by local struggles and emerging from everyday categories, giving the ex le of possible uses of the Brazilian concept of gambiarra.
Publisher: Oxford University Press (OUP)
Date: 12-2023
Abstract: Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings.
Publisher: Informa UK Limited
Date: 09-07-2012
Start Date: 2010
End Date: 04-2013
Amount: $240,546.00
Funder: Australian Research Council
View Funded ActivityStart Date: 01-2010
End Date: 12-2013
Amount: $131,054.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2023
End Date: 12-2025
Amount: $238,907.00
Funder: Australian Research Council
View Funded Activity