Pedagogic Reflexivity from the Bottom of the Heart (DE)

Embracing challenges, (re-)searching paths: Sommerbildungswochen zu (Basis)Bildung und Gewalt
Recognizing, naming, fighting violence: Adult education with migrant and refugee women* in the field of tension of current crises

Paths: Pedagogic Reflexivity from the Bottom of the Heart. Brigitta Busch, Julie Choi, Natascha Khakpour. Thu. 29.07.2021

Brigitta Busch

Dr.in Prof.in Brigitta Busch forscht und lehrt am Institut für Sprachwissenschaft der Universität Wien und an der Universität Stellenbosch (Südafrika). 2009 wurde ihr eine Berta-Karlik-Professur zur Förderung exzellenter Wissenschafterinnen verliehen. Seit Beginn ihrer akademischen Laufbahn, die sie im zweiten Bildungsweg absolvierte, widmet sie sich Fragen der Mehrsprachigkeit, zunächst in Kärnten und Südosteuropa, wo sie auch für den Europarat tätig wurde. Internationale Anerkennung finden die Weiterentwicklung des sprachbiografischen Ansatzes und einer kreativ-visuellen Methode zur Erhebung und Analyse sprachlicher Repertoires. http://www.heteroglossia.net. 
 

• ‘Uncomfortable Reflexivity’ and ‘Acts of Love’ in Teaching and Learning Relationships with Emergent Literacy Refugee Background Women in Melbourne, Australia.
  „Unangenehme Reflexivität“ und „Liebeshandlungen“ in Lehr- und Lernbeziehungen mit geflüchteten Frauen im Alphabetisierungsprozess in Melbourne, Australien 
  
  Any form of displacement is linked to the experience that the linguistic/communicative repertoire which was acquired along the life trajectory in specific social spaces does not fit the requirements of the new environment. This experience can be lived in different ways: as a possibility to escape a restricting surrounding, as a desire to identify with the new surrounding or as mis-recognition, rejection, exclusion and silencing that can result in the feeling of having ‘no language’. The way in which displacement and relocation are lived and evaluated depend largely on the social, symbolic and material capital a person has access to.
  In my presentation I will introduce the notion of the Body Image that foregrounds how people experience and evaluate their communicative resources in relation to others and toenregistered discourses on language and personhood, and how such bodily-emotional experiences condensate into a conception of one self. Presenting results of a workshop with women in Vienna, I will discuss the Language Portrait as an approach to collaboratively explore and reflect on the body image as well as on potential resources and strategies to counter the violence of silencing.

Julie Choi

Dr Julie Choi is a Senior Lecturer in Education (Additional Languages) at the Melbourne Graduate School of Education, The University of Melbourne. She leads the TESOL professional subjects in the Master of Teaching and TESOL programs at the university and has led multiple research projects in primary, secondary, tertiary, and emergent literacy adult migrant and refugee-background sectors. Her research and teaching interests are in the areas of multilingual identity development, language and literacy learning, storytelling, reflective and reflexive academic writing using (auto) ethnographic approaches, and language teacher education. She is the co-editor of the books Language and Culture: Reflective Narratives and the Emergence of Identity and Plurilingualism in Teaching and Learning: Complexities across Contexts and the sole author of Creating a Multivocal Self: Autoethnography as Method. 
 

• Reflecting on Displacment and the Bodily Dimension of Language. 
  Nachdenken über displacement, Körper und Sprache
  
  With the growing intensity of the humanitarian crisis around the world, Australia continues to see a steady increase in the arrival of asylum seeker, refugee and migrant (ASRM) families. As fathers seek work and children begin school, mothers have taken a backstage role supporting the day to day needs of their families with very limited knowledge of discourses and cultural practices in English. In this presentation, I draw on an English language teaching project I, as a language teacher educator and researcher, undertook from Feb to May 2016 investigating the language and literacy needs of four ASRM women living in Melbourne, Australia. In illustrating the kinds of plurilingual pedagogical interactions that took place in our classroom, I discuss moments of my own ‘uncomfortable reflexivity’ and the ‘acts of love’ that moved me along the boundaries of self and other, to seeing myself in others, and eventually to realizing the power, and our capacities as educators and researchers, in understanding ourselves amongst others. I conclude by pointing towards the importance of critical reflexivity into our uncomfortable teaching and researching moments, the vulnerability we come to feel, recognize and share in these processes, as necessary and ethical ‘acts of love’ that help us to better understand what we need to rethink and change as we work towards more equitable futures.

Natascha Khakpour (Moderation)

Mag.a Natascha Khakpour arbeitet zu Sprache, Schule und Rassismus sowie zu weiteren theoretischen und methodisch/methodologischen Fragen im Kontext hegemonialer Sprach- und Sprechverhältnisse. Derzeit beendet sie ihre Promotion an der Pädagogischen Hochschule Freiburg, die mit einem Stipendium der Hans-Böckler-Stiftung gefördert ist. Zuvor was sie unter anderem am Arbeitsbereich für Deutsch als Zweitsprache an der Universität Wien beschäftigt.

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