Profiles

Caroline Kerfoot

Caroline Kerfoot

Professor

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Arbetar vid Institutionen för svenska och flerspråkighet
Telefon 08-16 15 06
E-post caroline.kerfoot@biling.su.se
Besöksadress Universitetsvägen 10 D
Rum D 438
Postadress Institutionen för svenska och flerspråkighet 106 91 Stockholm

Om mig

My research focuses on multilingualism, epistemic justice, and the construction of social orders in schools characterised by high levels of diversity and flux. My research shows how young adolescents use their multilingual repertoires to negotiate identities, restructure hierarchies of value including language, ‘race’ and ethnicity, and construct emergent social orders in which differences are re-formed and sometimes partially dissolved. At the same time, I suggest that social and academic identities partly constitute each other and that pedagogies which draw on all students’ linguistic resources can help address issues of epistemic justice. Overall this research has implications for transformative policies, practices and pedagogies.

Current research projects

Riksbankens Jubileumsfond (RJ) funded sabbatical: Postracial potentials: Language, identity, and epistemic access in multilingual schools. 2018-2019.

NOS (The Joint Committee for Nordic research councils in the Humanities and Social Sciences) Contact zones in the Nordic countries: multilingualism, mobility, and diversifying diversity, together with University of Jyvaskyla, Finland, and University of Copenhagen, Denmark. 2017-2019.

Editorial Boards

Multilingual Margins

Reading and Writing: Journal of the Reading Association of South Africa.

Bloomsbury Academic series Multilingualisms and Diversities in Education (series editors Kathleen Heugh, Christopher Stroud and Piet Van Avermaet)

Associate Member, The MOSAIC Centre for Research on Multilingualism, University of Birmingham

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Caroline Kerfoot, Kenneth Hyltenstam.

    This book uniquely explores the shifting structures of power and unexpected points of intersection – entanglements – at the nexus of North and South as a lens through which to examine the impact of global and local circuits of people, practices and ideas on linguistic, cultural and knowledge systems. The volume considers the entanglement of North and South on multiple levels in the contemporary and continuing effects of capitalism, colonialism, and imperialism, in the form of silenced or marginalized populations, such as refugees, immigrants, and other minoritised groups, and in the different orders of visibility that make some types of practices and knowledge more legitimate and therefore more visible. It uses a range of methodological and analytical frames to shed light on less visible histories, practices, identities, repertoires, and literacies, and offer new understandings for research and for language, health care, education, and other policies and practices.

  • 2017. Caroline Kerfoot, Anne-Marie Simon-Vandenbergen.

    This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.

  • 2016. Caroline Kerfoot, Basirat Bello-Nonjengele. Applied Linguistics 37 (4), 451-473

    This article engages with Bourdieu’s notion of field as a ‘space of play’ to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, ‘race’, and ethnicity become entangled with local economies of meaning. The context is a primary school in a low-income neighbourhood in Cape Town, South Africa. We draw on multilingual classroom and playground data from observations, interviews, and audio-recorded peer interactions among Grade 6 learners to illuminate the strategic mobilization of linguistic repertoires in encounters across difference: as identity-building resources and as means of shaping new interaction orders, restructuring hierarchies of value, subverting indexicalities, and sometimes resignifying racial categories. We further draw attention to a set of circumstances in which local actors have the potential to change, not only the rules of the game, but the game itself.

Visa alla publikationer av Caroline Kerfoot vid Stockholms universitet

Senast uppdaterad: 21 november 2018

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