Superdiversity Research Articles

Wakanda’s ‘digital colonialism’: looking to Africa to re-form Hollywood’s gaze

With the box office success of the recent Black Panther films it may seem that Hollywood’s approach to such films is slowly accommodating a domestic audience’s demand for diversity. Yet, there is a danger in assuming that these films are still largely made for white audiences, since these audiences and their representatives in Hollywood boardrooms may become convinced that films like this are proof of Hollywood having engaged with Africa and done enough about diversity. This paper argues that to ensure the continued success of diverse artists in Hollywood and elsewhere the focus should extend beyond a study of the domestic market and look toward the formal ‘alien esthetic’ engagements and structure of the colonial gazing at spectacle that Hollywood demands all its audiences invest in. This paper presents Africa’s established experience of super diversity and its recognized authority in the arts – particularly the way its formal esthetics of spectacle and fantasy exceed the visual and are entwined with the lived-conditions of its audiences – as central to approaching a deeper understanding of diversity in cinema. Drawing upon this “progressive African aesthetic” to expand Hollywood’s formal engagement with fantasy and visual spectacle, opens an opportunity to decolonize Hollywood’s gaze and understand diversity in cinema more deeply.

Kebijakan Bahasa dalam Lanskap Linguistik di Era Super-Diversity: Bahasa Asing (Bahasa Inggris) di Ruang Publik

This conceptual paper presents a literature review of language landscape studies on the interaction of multilingualism, multiculturalism, and globalization in the reality of English learning education (ESL). Language has a great influence on human life through the forms of expression it conveys. Likewise in the social life of the wider community in general. In addition, language also plays an important role. In addition, the central government has rules and guidelines that affect local governments. The same applies to government language policies. Language policy is followed by language planning, which leads to social change. The areas of language policy include education, economics, politics, regional languages ​​and literature, and law. All of that is inseparable from the language policies regulated by the governments of each country or region that use the language environment in the public sphere. Therefore, English cannot be used without another language, although it is subject to national and regional language policies. As a result, the use of English in public places requires the use of language equivalents in multilingual public forms, both in historical and cultural contexts, such as signage. However, because the unit of analysis in the linguistic landscape is the symbol, it provides the linguistic context of a particular region (roads, villages, buildings, countries, and environments), the linguistic landscape in this social conception, or the diversity of populations. English cannot be the only language used to represent signs. In the public sphere, taking into account the rise of bilingualism, the dominance of the national language, and a common language policy. However, the diversity of English is still growing. In short, English as used in this study of the linguistic landscape in the public sphere is a contradiction between language practice and language policy, and public understanding.
 Keywords: Language Policy, Linguistic Landscape, Era of Super Diversity, Foreign Languages (English).

Super- or Supra-diversity: A Review of Arnaut, Blommaert, Rampton, and Spotti’s (2016) Language and Superdiversity

Super- or Supra-diversity: A Review of Arnaut, Blommaert, Rampton, and Spotti’s (2016) Language and Superdiversity

Antwerp’s museums response to super diversity. A study of multiperspective cultural education for secondary school students: learning revisited

ABSTRACT The recent publication of Emotional Heritage resulting from the study of visitor agency in Heritage Sites and Museums opens the way for comparative research and case studies in other contexts than the former British Commonwealth. In this article, the evolution of super-diversity in the Low Countries, and Antwerp in particular, in the twenty-first century is such a case study to urge to move away from that crude concept of visitors and to differentiate more. In European urban contexts, museums face the challenge of connecting the ‘dominant’ ‘culture’/’identity’ represented in their collections with the different ‘cultures’ or ‘identities’ of their target audience. The project team formed a multidisciplinary learning community that created a synergy between art, heritage and education. Three important Antwerp museums participated, providing lessons to secondary students. The museum lessons were developed using the HEM matrix as a multiperspective frame of reference. They were found to appeal to all students in general, and in some respects, the effect of the museum lessons was found to be more positive as the background of the students became more diverse. The project shows that the concept of multiperspectivity is of value to museum strategies addressing an ever more super-diverse urban context.

REFORMULATION OF INTERCULTURAL COMPETENCE IN THE CONTEXT OF A DIVERSITY-CONSCIOUS TEACHER EDUCATION AND PEDAGOGICAL SCHOOL DEVELOPMENT

The relevance of this area of research is based on the increasing importance of globalisation, mobility, migration and superdiversity (Vertovec 2002), as well as the associated responsibilities of the education system – and hence also on educational institutions. It is postulated in this context that intercultural skills are needed as core qualifications and professional competence within schools and universities (e.g. KRUGER-POTRATZ 2010; AUERNHEIMER 2013). With reference to current scientific discourse and based on personal experience with regards to the operationalisation of education concepts for (further) development of intercultural competence, it is hypothesised that the concept is in part focused on lines of discourse based on a more traditional understanding of intercultural paedagogy. Many concepts are founded on the presentation of stereotypes and culturalisations and (artificial) homogenisations can be generated based on attributions.It is also highlighted that even in practical situations with a focus on intercultural competence, culturalisation is facilitated since determination through culture is suggested, hence there is orientation based on the model of national cultures and a unilateral and short- sighted focus on foreignness and (cultural) differences suppresses existing balances of power. MECHERIL clearly demonstrates that concepts must be fundamentally rethought and reformulated (MECHERIL 2013:16). This is precisely where my thesis work comes in Reformulation of Intercultural Competence.

<i>Language and superdiversity: Indonesians knowledging at home and abroad</i>. By Zane Goebel

Language and superdiversity: Indonesians knowledging at home and abroadZane Goebel (2015)Oxford University Press. Pp. xviii + 288ISBN 978-0-199-79542-0

Teacher professional development for improving the intercultural school: an example of a participatory course on stereotypes

ABSTRACTGlobalisation, migration and super diversity have urged teachers to cultivate their intercultural competence so as to work more successfully in their culturally diverse schools. Previous literature argues that teacher professional development for building intercultural competence plays a pivotal role in improving the intercultural school. For teacher professional development programmes to contribute to the improvement of the intercultural school, we should pay attention to their theoretical framework, content, and format. However, there is a shortage of literature and research that engages in in-depth descriptions of specific teacher professional development courses with an intercultural orientation. In order to bridge this gap, in this paper we critically discuss on a participatory course on stereotypes that we have developed and implemented in Greece aiming to promote teachers’ intercultural development. What stems from our project is that it is only through participatory, collaborative, critical and action-research models of professional development that we may achieve change in teachers’ attitudes and practices, and, in turn, facilitate school improvement.

Book review: Zane Goebel, Language and Superdiversity: Indonesians Knowledging at Home and Abroad

Book review: Zane Goebel, <i>Language and Superdiversity: Indonesians Knowledging at Home and Abroad</i>

Paisaje lingüístico. Un recurso TIC-TAC-TEP para el aula

Abstract – The aim of this article is to show how the methodological approach known as the Linguistic Landscape (LL) provides new resources for the analysis of sociolinguistic changes to multilingual contexts associated with migratory flows and globalisation. Linguistic landscapes are also extremely useful when designing metalinguistic awareness activities within the framework of Critical Linguistic Education. The study analyses the linguistic landscape of the Sabon industrial zone that surrounds a number of schools based in the municipality of Arteixo, situated in the province of A Coruna (Galicia, Spain). In recent decades, the municipality has undergone a series of major changes, many of which are related to migratory trends. Our work considers the transformation of the linguistic landscape of the municipality’s industrial estate, situated on land used almost entirely for farming until the 1970s. However, industrialisation has led to its intense gentrification. The results of our research will allow for the design of TIC (Information and Communication Technology), TAC (Technology of knowledge adquisition) and TEP (Technology of empowement and participation) resources for social inclusion in MAVEL (Maps for an Atlas of linguistic education in superdiversity): http://avel.cesga.es/.

El estudio del paisaje lingüístico de la migración en Milán. Perspectiva etnográfica y localización espacial

Abstract – The Linguistic Landscape (LL) of Milan reflects the trends of global international migration in this city, which since the 90s has received a massive wave of immigrants from over 150 countries seeking economic opportunity. The city, thus, is characterized by the transnationalization of the labour force (Sassen 2005), which has created translocal communities and identities, spatially mixed in a polycentric pattern. Over time, a growing number of immigrants started their own shops, becoming participants in the LL and building a complex network of relationships with their communities, the host society and other migrant groups. In this superdiversity context (Vertovec 2007), the bottom-up texts on the storefronts demonstrate how shop owners affirm their identities and the relative status of their communities within the LL (Landry, Bourhis 1997; Bagna et al. 2007; Blommaert 2013), creating new linguistic, symbolic, cultural and social spaces (Cenoz, Gorter 2006; Calvi 2016). This paper builds on a previous analysis of the main communication strategies deployed in the commercial LL of migrants in three neighborhoods of Milan (Uberti-Bona 2016), furthering the study of the variables implied. Actors compose their multimodal displays through consideration of their shops’ positions, both in terms of spatial localization on the street and of social relation to the surrounding urban, demographic, and commercial context. The respective roles played by these and other factors can be better ascertained investigating the actors’ intentionality through interviews about their migratory and working experiences, and about their choices in the production of the LL. The paper thus combines the previous etic analysis of two examples of LL with the study of their spatial context and with the emic point of view expressed by the shop owners in three one-on-one, unstructured, interviews.

Paisajes lingüísticos de la migración. Contextos mediáticos, urbanos y formativos

New plurilingual spaces reflect a (super)diversity, which represents, in turn, an important indicator of the fluid and dynamic changes taking place in the structure of society today. Based on these considerations originating within the sociolinguistic paradigm that considers the interrelationship between plurilingualism and pluriculturalism in interactional space, the authors of the papers collected in this special issue adopt interdisciplinary views. They combine social theories and media studies, pragmatic, discourse and linguistic analysis, the theory of perception, aesthetics and semiotics to shed light on the complexity and plurality of the experience, practice and perception of the new spaces in media, urban and educational environments.

Le figlie dell’immigrazione: soggettività di confine nella contemporaneità

The growth of global migration flows does not only reshape territories towards superdiversity and transnationalism (Crul et al 2012) ; it also influences peopleʼs everyday life in an educational way (Tramma 2015). The merging of different cultural systems, together with the multiplication of opportunities for women and the increasing insecurity of the life course, challenges the traditional dichotomies – native/foreigner, man/woman, adulthood/youth – and requires from everyone the capability of building a self-made biography (Beck 1998) in a system of multiple belongings. The biographies of young women with a migrant background seem to be an important object of attention: these stories are an example of the intersectionality of gender-based, generational and intercultural dynamics. Furthermore, these youngsters are involved in a permanent renegotiation of meanings and in the daily crossing of real and symbolic borders: they grew up juggling different cultural expectation and racialized gender norms (Pyke, Johson 2003). The domain of educational sciences is challenged by this population: because the girls need to develop some specific skills – of syntheses, creativity and negotiation – in order to actively participate within their social context; and because institutions providing formal education, such as schools and social care services, need to re-discuss their traditional models and praxis, in order to recognise and promote the value of these mixed biographies.

Introduction: superdiversity, policy and governance in Europe

Introduction: superdiversity, policy and governance in Europe

Superdiversity as an ELF Phenomenon within Multilingualism

Superdiversity as an ELF Phenomenon within Multilingualism

Comment: Super-Diversity? What Super-Diversity?

Comment: Super-Diversity? What Super-Diversity?

A Research Comment: What’s New about Super-Diversity?

A Research Comment: What’s New about Super-Diversity?

How Can We Best Respond to the Challenges Presented by Super-Diversity?

How Can We Best Respond to the Challenges Presented by Super-Diversity?

Paisagem linguística e repertórios em tempos de diversidade: uma situação em perspectiva

Este trabalho discute a realidade dinâmica e crescente em termos de contatos linguistico-culturais na cidade de Juiz de Fora (MG), em tempos de (super)diversidade. Desconstruimos a ideia de que a cidade e monolingue atraves da observacao de sua paisagem, que nao e so linguistica, mas tambem social. Para isso, recorremos aos conceitos de paisagem linguistica de Shohamy e Gorter, de repertorios comunicativos de Rymes e de repertorios espaciais de Otsuji e Pennycook. Assim, atraves de um estudo qualitativo etnografico, ainda em andamento, baseado em notas expandidas e fotografias, notamos que a nova realidade pode ser favoravel a variacoes na lingua e na cultura locais, modificando os repertorios comunicativos dos individuos presentes nesse cenario.Palavras-chave: superdiversidade, paisagem linguistica, repertorios comunicativos.

‘Super diversity’

Practical Pre-SchoolVol. 2016, No. 186 In This Issue‘Super diversity’Karen FauxKaren FauxSearch for more papers by this authorKaren FauxPublished Online:14 Jun 2016https://doi.org/10.12968/prps.2016.186.3AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetails 2 July 2016Volume 2016Issue 186ISSN (print): 1366-610XISSN (online): 2052-4587 Metrics History Published online 14 June 2016 Published in print 2 July 2016 Information© MA Education LimitedPDF download

Migrant cities: place, power, and voice in the era of super diversity

ABSTRACTImmigration scholars have long considered cities to be important environments that mediate how immigrants are incorporated into receiving countries. While most scholars recognise that cities have some importance, they continue to prioritise national-level institutions, organisations, networks, and cultural dynamics. This paper introduces the special issue on 'Migrant Cities'. The special issue asserts that cities are not simply backdrops where national-level processes and mechanisms unfold. The contributing scholars reveal how cities are distinctive environments with unique constraints and opportunities. Following a basic introduction, the paper examines how to apply these general assumptions about cities to understanding the political formation of immigrants. The paper does this by urbanising Nancy Fraser’s concept of 'counterpublic'. We suggest that cities possess certain qualities that enable the formation of immigrant counterpublics, which in turn become critical spaces of politicisation.