The Multilingual Workplace and Multilingual Society
The PhD course FSK504 (2.5 ECTS) aims to provide in-depth knowledge of topics in language and communication studies relating to migration, integration and the labour market. Research issues that will be discussed are language requirements, workplace interaction, language ideology and politics, and workplace second language learning.
It is with great pleasure that I am able to announce Professor Heather Love (University of Pennsylvania) will be returning to USN to offer the doctoral course “Theories of Difference: Pedagogies and Practices” together with me in August. We hope you will share the details of the course, provided below, with any parties who may be interested in participating. The course is relevant not only for students specializing in education but also for those studying other subjects within the humanities and social sciences.
Norway’s Education Law gestures to education’s inclusion of critical theory, that is, to theory which seeks not simply to describe or understand society but rather to critique it in order to promote positive social change, justice, equity, and democracy. Since education is an interdisciplinary field that brings together many critical-theoretical methodologies and practices, finding inroads into relevant cross-disciplinary critical theory is central to the rubric of education.
“Theories of Difference: Pedagogies and Practices” is offered to doctoral candidates, early career researchers, and other qualified and interested parties. It focuses on disability studies and queer theory, two critical-theoretical fields that highlight existing inequalities and seek equity, and as such, emphasize the core aims of the Norwegian education system. The course provides a space in which participants can both engage in and develop practical activities that will increase both their own and, if relevant, their future students’ understanding of the pedagogical, ethical, social, and political relevance of disability studies and queer theory. It will make clear the relevance of these critical-theoretical frameworks to curricular and instructional design and classroom practice.
This course will introduce participants to key questions in the fields of queer and disability studies, focusing in particular on representation, stigma, access, institutionalization, identity, politics, commodification, and conceptions of the human. We will take an intersectional approach and will thus also consider the ways that sexuality, gender, and disability are inflected by other dimensions of identity, including race, class, and religion. As such, this course also serves as a review of several key concepts in cultural studies and social theory and their relation to pedagogy, as well as a space in which early career researchers can develop and test concrete strategies for the inclusion of theory in the university classroom.
Course requirements:
There are three aspects of the course that are assessed:
· Attendance (pass/fail)
· Participation in all seminars, including willingness and ability to discuss required readings (pass/fail)
· The exam (pass/fail)
The exam is a critical reflection text of 3,500–4,000 words (plus references).
Full details of the exam will be posted on the course Canvas page.
Readings:
Day One
Dernikos, Bessie P. 2018. “’It’s like you don’t want to read it again’: Exploring Affects, Trauma, and ‘Willful’ Literacies.” Journal of Early Childhood Literacy. Online first. https://doi.org/10.1177/1468798418756.
Freire, Paolo. 2018 “Chapter 2.” In Pedagogy of the Oppressed: 50th Anniversary Edition. Bloomsbury Academic.
Kohl, Herb. 1994. “I Won’t Learn from You.” In “I Won’t Learn from You and Other Thoughts on Creative Maladjustment. The New Press.
Day Two
Berlant, Lauren and Michael Warner. 1998. “Sex in Public.” Critical Inquiry, 24(2), 547–566.
Butler, Judith. 1988. “Performative Acts and Gender Constitution: An Essay in Phenomenology.” Theatre Journal, 40(4), 519–531. https://doi.org/10.2307/3207893.
Coehn, Cathy J. 1997. “Punks, Bulldaggers, and Welfare Queens.” GLQ, 3, 437–465.
Day Three
Clare, Eli. 2001. “Stolen Bodies, Reclaimed Bodies: Disability and Queerness.” Public Culture, 13(3), 359–365.
Kafer, Alison. 2013. Introduction, Feminist Queer Crip. Indiana University Press.
Siebers, Toban. 2008. “Body Theory: From Social Construction to the New Realism of the Body.” Disability Theory. University of Michigan Press.
A blended intensive programme offered by the University of the Balearic Islands’ British and Comparative Cultural Studies Research Group (BRICCS)
The module “is designed to introduce the BIP’s most important topics, including (1) the rise of a new cultural sensibility accounting for the re-emergence of the politics of place, renewed forms of nationalism, the shifts of political ideologies (the rise of the far right and the emergence of anti-establishment movements) and even Islamic fundamentalism; (2) climate change (and how literature and film can help raise awareness); and (3) how social, ethical and ecological commitment can also be found in cultural products other than literature and film (which humanities students are by far best acquainted with).”
The 5-day PhD course “Multimodal Literacy and Aesthetic Engagement” (5 sp) will be offered at The Western Norway University of Applied Sciences (HVL), Bergen campus on 6-10 March 2023. The course will be offered in hybrid form.
We invite all PhD candidates in English literature / culture or a related field (Media Studies, Literacy, English didactics) to apply via FS-Web prior to 22 Jan. 2023. Applications from students who have received an MA and hope to apply for a PhD will also be considered.
NORSES 