“And then what?” creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach
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| Title: | “And then what?” creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach |
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| Authors: | Hedman, Christina, 1966, Adams Lyngbäck, Liz, 1966, Paul, Enni, Fil. dr., 1976, Rosén, Jenny, 1979 |
| Source: | Language and Education. :1-19 |
| Subject Terms: | crip linguistics, epistemic (in)justice, language education, literacy, narratives, storytelling literacies, språkdidaktik, Language Education |
| Description: | Drawing from linguistic ethnographic data in what is referred to asaccommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/orintellectual disability, we here focus on the latter category of learners,and their teacher, in one Swedish language learning group. We analyzeand discuss their work with storytelling, which we relate to a crip linguistics approach, forming a site for disruption of an ableist discourseand logocentrism. Our close-up analyses show how aspects of suspenseand surprise are shaped via an assemblage of modalities and materialities in collective storytelling that build upon created fictive figures andunexpected events. The paper contributes empirical and theoreticalknowledge about this approach, embedded in crip theory, which isshown to provide opportunities for incorporating embodied, emotionaland creative aspects in work with narrative text of importance for epistemic justice in education. We foreground linguistic ethnography as apromising avenue for examining storytelling literacies in languageeducation among learners with ID, from a critical lens. |
| File Description: | |
| Access URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-245688 https://doi.org/10.1080/09500782.2025.2545916 |
| Database: | SwePub |
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Nájsť tento článok vo Web of Science | Abstract: | Drawing from linguistic ethnographic data in what is referred to asaccommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/orintellectual disability, we here focus on the latter category of learners,and their teacher, in one Swedish language learning group. We analyzeand discuss their work with storytelling, which we relate to a crip linguistics approach, forming a site for disruption of an ableist discourseand logocentrism. Our close-up analyses show how aspects of suspenseand surprise are shaped via an assemblage of modalities and materialities in collective storytelling that build upon created fictive figures andunexpected events. The paper contributes empirical and theoreticalknowledge about this approach, embedded in crip theory, which isshown to provide opportunities for incorporating embodied, emotionaland creative aspects in work with narrative text of importance for epistemic justice in education. We foreground linguistic ethnography as apromising avenue for examining storytelling literacies in languageeducation among learners with ID, from a critical lens. |
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| ISSN: | 09500782 |
| DOI: | 10.1080/09500782.2025.2545916 |