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Ethnography and Modern Languages

Ethnography and Modern Languages
Ethnography and Modern Languages
While rarely explicitly recognized in our disciplinary frameworks, the openness and curiosity on which Modern Languages in the UK is founded are, in many ways, ethnographic impulses. Ethnographic theories and practices can be transformative in relation to the undergraduate curriculum, providing an unparalleled model for experiential and holistic approaches to language and cultural learning. As a form of emplaced and embodied knowledge production, ethnography promotes greater reflexivity on our geographical and historical locations as researchers, and on the languages and cultures through which we engage. An ethnographic sensitivity encourages an openness to less hierarchical and hegemonic forms of knowledge, particularly when consciously seeking to invert the traditional colonial ethnographic project and envision instead more participatory and collaborative models of engagement. Modern Languages scholars are at the same time ideally placed to challenge a monolingual mindset and an insensitivity to language-related questions in existing ethnographic research located in cognate disciplines. For Modern Languages to embrace ethnography with credibility, we propose a series of recommendations to mobilize these new research and professional agendas.
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Wells, Naomi
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Forsdick, Charles
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Bradley, Jessica
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Burnett, Charles
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Burns, Jennifer
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Demossier, Marion
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Hills de Zárate, Margaret
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Huc-Hepher, Saskia
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Jordan, Shirley
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Pitman, Thea
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Wall, Georgia
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Wells, Naomi
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Forsdick, Charles
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Bradley, Jessica
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Burnett, Charles
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Burns, Jennifer
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Demossier, Marion
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Hills de Zárate, Margaret
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Huc-Hepher, Saskia
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Jordan, Shirley
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Pitman, Thea
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Wall, Georgia
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Wells, Naomi, Forsdick, Charles, Bradley, Jessica, Burnett, Charles, Burns, Jennifer, Demossier, Marion, Hills de Zárate, Margaret, Huc-Hepher, Saskia, Jordan, Shirley, Pitman, Thea and Wall, Georgia (2019) Ethnography and Modern Languages. Modern Languages Open, 1 (1), 1-16. (doi:10.3828/mlo.v0i0.242).

Record type: Article

Abstract

While rarely explicitly recognized in our disciplinary frameworks, the openness and curiosity on which Modern Languages in the UK is founded are, in many ways, ethnographic impulses. Ethnographic theories and practices can be transformative in relation to the undergraduate curriculum, providing an unparalleled model for experiential and holistic approaches to language and cultural learning. As a form of emplaced and embodied knowledge production, ethnography promotes greater reflexivity on our geographical and historical locations as researchers, and on the languages and cultures through which we engage. An ethnographic sensitivity encourages an openness to less hierarchical and hegemonic forms of knowledge, particularly when consciously seeking to invert the traditional colonial ethnographic project and envision instead more participatory and collaborative models of engagement. Modern Languages scholars are at the same time ideally placed to challenge a monolingual mindset and an insensitivity to language-related questions in existing ethnographic research located in cognate disciplines. For Modern Languages to embrace ethnography with credibility, we propose a series of recommendations to mobilize these new research and professional agendas.

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More information

Accepted/In Press date: 7 January 2019
Published date: 7 January 2019

Identifiers

Local EPrints ID: 436540
URI: http://eprints.soton.ac.uk/id/eprint/436540
PURE UUID: 623de834-e441-4c9b-8fe9-1bcf9e24caf2
ORCID for Marion Demossier: ORCID iD orcid.org/0000-0001-6075-1461

Catalogue record

Date deposited: 12 Dec 2019 17:30
Last modified: 22 Nov 2021 03:02

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Contributors

Author: Naomi Wells
Author: Charles Forsdick
Author: Jessica Bradley
Author: Charles Burnett
Author: Jennifer Burns
Author: Margaret Hills de Zárate
Author: Saskia Huc-Hepher
Author: Shirley Jordan
Author: Thea Pitman
Author: Georgia Wall

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