Madhukar KC | Arizona State University (original) (raw)
Papers by Madhukar KC
Journal of Education, Language, and Ideology, 2023
Research in language ideologies emerged as a significant field of inquiry, especially in the earl... more Research in language ideologies emerged as a significant field of inquiry, especially in the early work of linguistic anthropologists. Yet, there are a multiplicity of issues related to language ideologies that need grave attention; for example, to understand the complexities of political, social, and symbolic associations of language(s) and their users in the contemporary unsettling worlds. This paper features some key researchers whose research and scholarship largely center around language ideologies. They together highlight some of the key contemporary issues around language ideologies as a field of inquiry and underline some important future research agendas moving forward. The six scholars, who represent different geographical and research contexts (e.g., the UK, Europe, North America, South Asia, and Southeast Asia), have graciously offered their perspectives on the significance of utilizing language ideologies as a theoretical lens in the contemporary language education research and illuminating some future research agendas. Based on brief yet meaningful conversations with these scholars, this paper lays out nine research strands of language ideologies that need critical attention.
Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, thi... more Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, this trioethnographic inquiry reports on how three transnational-translingual pracademics from the Global South with diverse personal-professional trajectories in the Global North critically examined their experiences being transracialized across transnational contexts. Although we, the co-authors, represent raciolinguistic majorities in their countries of birth (i.e., South Asia), we, ironically, have also experienced transracialization within minoritized communities of fellow immigrants in the US. Furthermore, building on Alim's (2016) proposition that transracial subjects' "raciolinguistic practices have the potential to transform the oppressive logic of race itself" (p. 34), this collaborative inquiry proposes that actively agentive transnational transracialized participants question and challenge the systems of essentialized racial categorization across geographical, national, and linguistic contexts, especially when their fluid racial identities become salient and/or they are racialized in transnational contexts. The overarching goal of this trioethnographic inquiry was to engage in a critical dialogue and examine overlapping racializing experiences as well as to constructively challenge the raciolinguistic marginalization of minoritized 'transnationaltranslingual pracademics' from the Global South in the Global North. Our collaborative inquiry underlines how this can be achieved through critical dialogue, professional practices, critical pedagogies, and advocacy work within and outside the classroom, ultimately leading to a more socially-just, decolonized, and anti-racist applied linguistics.
Journal of Education, Language, and Ideology, 2023
Research in language ideologies emerged as a significant field of inquiry, especially in the earl... more Research in language ideologies emerged as a significant field of inquiry, especially in the early work of linguistic anthropologists. Yet, there are a multiplicity of issues related to language ideologies that need grave attention; for example, to understand the complexities of political, social, and symbolic associations of language(s) and their users in the contemporary unsettling worlds. This paper features some key researchers whose research and scholarship largely center around language ideologies. They together highlight some of the key contemporary issues around language ideologies as a field of inquiry and underline some important future research agendas moving forward. The six scholars, who represent different geographical and research contexts (e.g., the UK, Europe, North America, South Asia, and Southeast Asia), have graciously offered their perspectives on the significance of utilizing language ideologies as a theoretical lens in the contemporary language education research and illuminating some future research agendas. Based on brief yet meaningful conversations with these scholars, this paper lays out nine research strands of language ideologies that need critical attention.
Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, thi... more Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, this trioethnographic inquiry reports on how three transnational-translingual pracademics from the Global South with diverse personal-professional trajectories in the Global North critically examined their experiences being transracialized across transnational contexts. Although we, the co-authors, represent raciolinguistic majorities in their countries of birth (i.e., South Asia), we, ironically, have also experienced transracialization within minoritized communities of fellow immigrants in the US. Furthermore, building on Alim's (2016) proposition that transracial subjects' "raciolinguistic practices have the potential to transform the oppressive logic of race itself" (p. 34), this collaborative inquiry proposes that actively agentive transnational transracialized participants question and challenge the systems of essentialized racial categorization across geographical, national, and linguistic contexts, especially when their fluid racial identities become salient and/or they are racialized in transnational contexts. The overarching goal of this trioethnographic inquiry was to engage in a critical dialogue and examine overlapping racializing experiences as well as to constructively challenge the raciolinguistic marginalization of minoritized 'transnationaltranslingual pracademics' from the Global South in the Global North. Our collaborative inquiry underlines how this can be achieved through critical dialogue, professional practices, critical pedagogies, and advocacy work within and outside the classroom, ultimately leading to a more socially-just, decolonized, and anti-racist applied linguistics.