​Sangeeta Bagga-Gupta is Professor Chair at the School of Education and Communication, Jönköping University, Sweden. During 2024-2027 she is also Visiting Professor at both the SeDyL Research Center (CNRS-IRD-INALCO), France, and at the Maulana Azad National Urdu University (MANUU), India.

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• Imaginings and re-imaginings in doing multiversal science; Sangeeta Bagga-Gupta.- Part I: Historical gazing contributing to global-centric perspectives.- On finding a voice and decolonizing oneself. Practices of transnational adoption; Tobias Hübinette.- Claiming epistemic spaces through protests against the self. Making disobedience central to syllabi and classrooms; Sanjay Ranade.- Learning as enculturation: Universalism, particularism and ecologies of knowing; Roger Säljö.- Educational implications of language seen as multilinguality; Rama Kant Agnihotri.- Decolonizing and revoicing multilingual spaces in a nation-state. The case of minority languages in Poland; Justyna Olko, Tomasz Wicherkiewicz, Artur Jabłoński, Bartomiej Chromik.- Universal education and Muslims in 19th century North India. A decolonial perspective; Danish Iqbal & Imtiaz Hasnain.- Southernisms and indigenist perspectives. Multi-sited, multiversal and global-centric views of language colonialingualism and counter-framings; Chaka Chaka & Sibusiso Clifford Ndlangamandla.- Part II: Disrupting dominant epistemic practices and thinking.- Multilingual practices in Computer-Mediated Communication: language choices and equity in higher education; Sibusiso C. Ndlangamandla, Chaka Chaka.- Curiosity-driven netnographic research. Schools online languaging landscapes; Sangeeta Bagga-Gupta & Johan Bäcklund.- A process-oriented approach to qualitative case study research. A decolonial perspective; Mari Haneda.- Deconstructing the Ideology of Access. Multilingualism and Health Care in Argentina; Juan Eduardo Bonnin & Virginia Unamuno.- Countering the structures of non-knowledge in higher education in Denmark. Languages, knowledges and education from Latin American perspectives; Juan Carlos Finck Carrales & Julia Suárez-Krabbe.- Interrupting coloniality. (De)humaning digital technologies related to language education; Francesca Helm.- Towards decolonizing French language education. Examples from Scotland (UK) and British Columbia (Canada); Florence Bonacina-Pugh & Cécile Bullock.- Lets look at the bigger picture. Educational and Language Sciences in and on Africa or the problem of the 2000 languages; Bert van Pinxteren.- Part III: Interrupting colonialities through creative work and stances.- Multilingualism, multimodality and gamification. Pathways to democratizing educational spaces; Ulrike Zeshan.- Decolonizing Linguistic Landscapes. Paths to authoethnography as learning and teaching tools in the landscape; Stefania Tufi & Amiena Peck.- Att lära om – en tredje position som bidrag till en alternativ kunskapsregim; Sangeeta Bagga-Gupta & Petra Weckström.- To relearn – a third position as a contribution to an alternative knowledge regime; Sangeeta Bagga-Gupta & Petra Weckström.- Pluriversal literacies. Perspectives and practices for sustainable and anticolonial futures; Mia Perry & Lisa Bradley.- Finding a voice in academia when one’s experience is contrary to what one has learned. Intertwined personal narratives about social justice and meritocracy ideologies in a color-blind context; Isabelle Léglise & Suat Istanbullu.- Decolonizing the language of displayed art. Kara Walker’s Fons Americanus; Emilio Amideo.- From colonial legacies to decolonial futures. Explorations of coloniality through Oxbridge and Lagdan; Dami Folayan.- Premises and promises of diversity-sensitive education beyond boundaries. Attempts at decolonizing educational policies, research and practices; Barbara Gross & Giulia Messina Dahlberg.- Disrupting academic publishing: Peer review and negotiations of new genre systems; Arlene Archer & Anders Björkvall.- Part IV: Southern vocabularies for global-centric thinking.- Going back to basics. Complexifying literacy or snuttifying its communicative nature?; Sangeeta Bagga-Gupta.- Nuances of othering in the three-worlds model of geopolitics. On naturalized naming practices; Sambulo Ndlovu.- Linguistic duality versus multilingual realities. Decolonizing as a way forward?; Nikolay Slavkov.- Learning to unlearn colonial fear: Sumud as linguistic citizenship among Palestinian youth in Israel; Muzna Awayed-Bishara & Tommaso M. Milani.- Theorizing with the Global South. Southernizing English language teaching; Magdalena Madany-Saa.- Activist education, (in)securitization, and colonialism. Towards a situated perspective of unlearning; Daniel N. Silva.- Part V: Contributions to revised pedagogical models; Disrupting coloniality in Southern schooling. A decolonial lens on languaging in textbooks; Xolisa Guzula & Robyn Tyler.- ‘Taking my language back’ – complex tensions and indigenous-based pedagogical approaches for language reclamation; Jane Juuso & Pia Lane.- Transforming normativities in the Nordic context. Languaging and participatory collaborative research in linguistically diverse schools; Heini Lehtonen.- Getting to know decoloniality through dialogue.  Critical reflections from students and educators; Donnesh Dustin Hosseni, Aniela Bańkowicz, Colette Mair, Nighet Riaz, Samuel Skipsey, Laura Tansley, & Michèle Vincent.- Decolonial (academic) multilogues. Towards scholarly engagement that transcends coloniality; Lars Almén, Gayatri Ahuja.

​Sangeeta Bagga-Gupta is Professor Chair at the School of Education and Communication, Jönköping University, Sweden. During 2024-2027 she is also Visiting Professor at both the SeDyL Research Center (CNRS-IRD-INALCO), France, and at the Maulana Azad National Urdu University (MANUU), India.

Select Guide Rating

• Imaginings and re-imaginings in doing multiversal science; Sangeeta Bagga-Gupta.- Part I: Historical gazing contributing to global-centric perspectives.- On finding a voice and decolonizing oneself. Practices of transnational adoption; Tobias Hübinette.- Claiming epistemic spaces through protests against the self. Making disobedience central to syllabi and classrooms; Sanjay Ranade.- Learning as enculturation: Universalism, particularism and ecologies of knowing; Roger Säljö.- Educational implications of language seen as multilinguality; Rama Kant Agnihotri.- Decolonizing and revoicing multilingual spaces in a nation-state. The case of minority languages in Poland; Justyna Olko, Tomasz Wicherkiewicz, Artur Jabłoński, Bartomiej Chromik.- Universal education and Muslims in 19th century North India. A decolonial perspective; Danish Iqbal & Imtiaz Hasnain.- Southernisms and indigenist perspectives. Multi-sited, multiversal and global-centric views of language colonialingualism and counter-framings; Chaka Chaka & Sibusiso Clifford Ndlangamandla.- Part II: Disrupting dominant epistemic practices and thinking.- Multilingual practices in Computer-Mediated Communication: language choices and equity in higher education; Sibusiso C. Ndlangamandla, Chaka Chaka.- Curiosity-driven netnographic research. Schools online languaging landscapes; Sangeeta Bagga-Gupta & Johan Bäcklund.- A process-oriented approach to qualitative case study research. A decolonial perspective; Mari Haneda.- Deconstructing the Ideology of Access. Multilingualism and Health Care in Argentina; Juan Eduardo Bonnin & Virginia Unamuno.- Countering the structures of non-knowledge in higher education in Denmark. Languages, knowledges and education from Latin American perspectives; Juan Carlos Finck Carrales & Julia Suárez-Krabbe.- Interrupting coloniality. (De)humaning digital technologies related to language education; Francesca Helm.- Towards decolonizing French language education. Examples from Scotland (UK) and British Columbia (Canada); Florence Bonacina-Pugh & Cécile Bullock.- Lets look at the bigger picture. Educational and Language Sciences in and on Africa or the problem of the 2000 languages; Bert van Pinxteren.- Part III: Interrupting colonialities through creative work and stances.- Multilingualism, multimodality and gamification. Pathways to democratizing educational spaces; Ulrike Zeshan.- Decolonizing Linguistic Landscapes. Paths to authoethnography as learning and teaching tools in the landscape; Stefania Tufi & Amiena Peck.- Att lära om – en tredje position som bidrag till en alternativ kunskapsregim; Sangeeta Bagga-Gupta & Petra Weckström.- To relearn – a third position as a contribution to an alternative knowledge regime; Sangeeta Bagga-Gupta & Petra Weckström.- Pluriversal literacies. Perspectives and practices for sustainable and anticolonial futures; Mia Perry & Lisa Bradley.- Finding a voice in academia when one’s experience is contrary to what one has learned. Intertwined personal narratives about social justice and meritocracy ideologies in a color-blind context; Isabelle Léglise & Suat Istanbullu.- Decolonizing the language of displayed art. Kara Walker’s Fons Americanus; Emilio Amideo.- From colonial legacies to decolonial futures. Explorations of coloniality through Oxbridge and Lagdan; Dami Folayan.- Premises and promises of diversity-sensitive education beyond boundaries. Attempts at decolonizing educational policies, research and practices; Barbara Gross & Giulia Messina Dahlberg.- Disrupting academic publishing: Peer review and negotiations of new genre systems; Arlene Archer & Anders Björkvall.- Part IV: Southern vocabularies for global-centric thinking.- Going back to basics. Complexifying literacy or snuttifying its communicative nature?; Sangeeta Bagga-Gupta.- Nuances of othering in the three-worlds model of geopolitics. On naturalized naming practices; Sambulo Ndlovu.- Linguistic duality versus multilingual realities. Decolonizing as a way forward?; Nikolay Slavkov.- Learning to unlearn colonial fear: Sumud as linguistic citizenship among Palestinian youth in Israel; Muzna Awayed-Bishara & Tommaso M. Milani.- Theorizing with the Global South. Southernizing English language teaching; Magdalena Madany-Saa.- Activist education, (in)securitization, and colonialism. Towards a situated perspective of unlearning; Daniel N. Silva.- Part V: Contributions to revised pedagogical models; Disrupting coloniality in Southern schooling. A decolonial lens on languaging in textbooks; Xolisa Guzula & Robyn Tyler.- ‘Taking my language back’ – complex tensions and indigenous-based pedagogical approaches for language reclamation; Jane Juuso & Pia Lane.- Transforming normativities in the Nordic context. Languaging and participatory collaborative research in linguistically diverse schools; Heini Lehtonen.- Getting to know decoloniality through dialogue.  Critical reflections from students and educators; Donnesh Dustin Hosseni, Aniela Bańkowicz, Colette Mair, Nighet Riaz, Samuel Skipsey, Laura Tansley, & Michèle Vincent.- Decolonial (academic) multilogues. Towards scholarly engagement that transcends coloniality; Lars Almén, Gayatri Ahuja.