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Center-Staging Language and Identity Research from Earthrise Positions. Contextualizing Performances in Open Spaces

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Book cover Identity Revisited and Reimagined

Abstract

This chapter uses the moonrise-sunrise phenomena metaphorically to explicate two perspectives that highlight the ways in which we commonly approach and/or understand communication and identity (including culture). Represented by moonrises, the first position highlights a relatively less “visible” norm that nevertheless potently shapes our understandings of communication and identity. This dominant default norm is marked by a monolingual—monocultural or monoethnic perspective. It is “naturalized” in Eurocentric global North discourses and is often not made visible in either mundane discourses or the academic literature. In other words, this position 1 is taken as the given. In contrast, the more visible second position, represented by sunrises, highlights the common human condition vis-à-vis communication and identity. This condition however, paradoxically gets marked as the deviant, marginalized, not-normal in global North discourses. Position 2 gets framed in academic discourses and commonsensical thinking through concepts like bi/multi/plurilingualism, bi/multiculturalism and multiethnicities. Recent terminology that has emerged within European literature on globalization, framed by migration flows into European geopolitical spaces (and digitalization) include concepts like super/hyperdiversity (Vertovec 2006). The author argues that the more common human condition of diversity gets deviantly framed, marking and making visible (albeit as the not-normal) multiple language varieties and membership in multiple cultures and ethnicities. These two positions represent normative global North discourses where communication, identity, including culture are approached through, as well as reduced to, technicalities and essentialist epistemologies. Such understandings are critically relevant for the organizing of institutionalized learning for children and adults across geopolitical spaces generally, and in global North contexts like those of Sweden especially. Going beyond these two hegemonic positions and informed by decolonial alternative epistemologies, this chapter center-stages a third perspective wherein language-use or languaging and identiting or identity-positionings, including culturing represent dynamically different ways of approaching and/or understanding human behavior and the human condition. Drawing upon the iconic images taken by the crew of Apollo 8 in December 1968, the author deploys the phenomenon of “Earthrise” to substantiate such an alternative position. Earthrise is a phenomenon that contrasts in significant ways with moonrise and sunrise conceptualizations of communication and identity.

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Notes

  1. 1.

    The moon, however also significantly shapes life on earth (Resource, TestTube Video “But we’ve had a moon for 4.5 billion years”, 4 November 2015).

  2. 2.

    This collaboration included a large number of human beings who made the technologically savvy missions to the moon possible in the first place.

  3. 3.

    NASA, on the occasion of its 45th anniversary in 2013, released a 6.53 min re-created simulation of the viewings of earthrise by the three astronauts (see http://www.nasa.gov/content/goddard/nasa-releases-new-earthrise-simulation-video); my discussion builds upon this simulation as well as other NASA resources (http://www.nasa.gov/content/goddard/nasa-releases-new-earthrise-simulation-video; http://www-tc.pbs.org/wgbh/amex/moon/media/sf_audio_pop_01b.mp3).

  4. 4.

    This does not mean that all scholarship from these domains contribute to an earthrise position.

  5. 5.

    Manual three-dimensional sign for stone/sten in Swedish Sign Language.

  6. 6.

    Manual three-dimensional sign for stone in American Sign Language.

  7. 7.

    Such markings occur in a similar manner in oral linguistic behavior as well.

  8. 8.

    Such institutional settings actively promote the participation of majority (or mainstream) pupils in schools where minority (or marginalized) pupils are members. In a visually-oriented language profile school, inverted-inclusion would imply the participation of hearing pupils and deaf pupils in educational settings where a given signed language and a majority language constitute the language varieties of learning and instruction.

  9. 9.

    See also Pavlenko (2017) for an important discussion on the processes of “academic branding” in the area of identity and diversity.

  10. 10.

    In research projects that I have been involved in and that has emerged at the CCD research group (www.ju.se/ccd) in Sweden. Some of this research has been discussed in Sect. 4.4 above.

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Authors and Affiliations

  1. School of Education and Communication, Jönköping University, Jönköping, Sweden

    Sangeeta Bagga-Gupta

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  1. School of Education and Communication, Jönköping University, Jönköping, Sweden

    Sangeeta Bagga-Gupta

  2. Department of Research and Development, Statped, Trondheim, Norway

    Aase Lyngvær Hansen

  3. Language and Communication Studies, Norwegian University of Science and Technology, Trondheim, Norway

    Julie Feilberg

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Bagga-Gupta, S. (2017). Center-Staging Language and Identity Research from Earthrise Positions. Contextualizing Performances in Open Spaces. In: Bagga-Gupta, S., Hansen, A., Feilberg, J. (eds) Identity Revisited and Reimagined. Springer, Cham. https://doi.org/10.1007/978-3-319-58056-2_4

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  • DOI: https://doi.org/10.1007/978-3-319-58056-2_4

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