Caroline Kerfoot

Caroline Kerfoot


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Arbetar vid Institutionen för svenska och flerspråkighet
Besöksadress Universitetsvägen 10 D
Rum D 438
Postadress Institutionen för svenska och flerspråkighet 106 91 Stockholm

Om mig

Mitt nuvarande projekt handlar om tillgång till kunskap i flerspråkiga skolor. Med fokus på språk, ras och identitet tar denna forskning upp frågor som rör epistemisk rättvisa, närmare bestämt lika möjligheter att ta del av kunskap och att agera som kunskapsbärare. Forskningen behandlar också uppkomsten av sociala ordningar i skolor som präglas av mångfald och mobilitet, och undersöker barns och ungdomars kommunikationssätt vid olika möten i klassrum och på skolgården. Projektet bidrar till aktuella debatter som rör flerspråkiga pedagogiska metoder och utbildningens roll i postkoloniala samhällen. 

Aktuella forskningsprojekt​

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)

Multilingualism and Language Contact book series, Language Science Press 

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


I urval från Stockholms universitets publikationsdatabas
  • 2018. Caroline Kerfoot. The Multilingual Citizen, 263-288

    In South Africa, democratic consolidation involves not only building a new state but also new interfaces between state and society. In order to strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of ‘participatory citizenship’ which recasts citizenship as practised rather than given. The purpose of this paper is to explore the links between such practices of participatory citizenship and possibilities for literacy and language education in state adult learning centres. It draws on an impact study of a capacity building programme for educators of adults in the Northern Cape Province and uses interviews and document analysis to explore the ways in which meaning-making unfolded in new participatory spaces. It argues that such processes can be seen as  a form of ‘linguistic citizenship’ in which individuals and groups re-shaped the multilingual representational resources available to them to validate the authority of subaltern actors and mobilise collective agency. It uses the concept of resemiotisation (Iedema 1999) to investigate how the choice of different semiotic complexes enabled or constrained participation and to offer a set of principles for reconceptualising the provision of adult basic education.

  • 2017. Caroline Kerfoot, Gwendoline Tatah. Entangled Discourses, 37-58
  • 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.

  • 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: 20 december 2019

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