Enni Paul
Biographic Data
| ID | 128515 |
|---|---|
| NAME | Enni Paul |
| GIVEN NAMES | Enni |
| FAMILY NAME | Paul |
| SIGNATURE | PAUL E |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0003-4474-3925 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Challenging Epistemic Injustices in Swedish Adult Education as Ethical Issues
Based on a longitudinal study comprising two consecutive action-based and linguistic-ethnographic projects in Swedish adult education offered to students labeled as intellectually disabled, this paper examines how teachers in these programs challenged structural injustices. Guided by Nikolaidis’ (2023) theorizing of structural epistemic injustice in education, we show how two teachers challenged diminishing educational opportunities, limited less…
Choosing Without Choice
This article explores what newly arrived men with migrant backgrounds narrate about their vocational education and career choices in Sweden, focusing on how the expression must (Swedish: måste ) is used to describe societal demands and constraints. Drawing on twelve semi‐structured interviews with men who arrived as refugees or through family reunification during or after the 2015 peak in asylum arrivals to Europe, and who participated in adult v…
“And then what?”
Drawing from linguistic ethnographic data in what is referred to as accommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/or intellectual disability, we here focus on the latter category of learners, and their teacher, in one Swedish language learning group. We analyze and discuss their work with storytelling, which we relate to a crip linguistics approach, forming a s…
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is unde…
Say it in Swedish
The aim of this article is to critically examine ideas about language and integration in a non-governmental integration programme targeting parents of small children in Sweden. Through ethnographic and netnographic fieldwork of parenting experiences it is revealed that monolingual ideologies conflate with iconic figures reproducing and reinforcing language norms. Some parents - i.e. non-white non-Swedish speaking - are made into 'language project…
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Say it in Swedish
The aim of this article is to critically examine ideas about language and integration in a non-governmental integration programme targeting parents of small children in Sweden. Through ethnographic and netnographic fieldwork of parenting experiences it is revealed that monolingual ideologies conflate with iconic figures reproducing and reinforcing language norms. Some parents - i.e. non-white non-Swedish speaking - are made into 'language project…
Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is unde…
Challenging Epistemic Injustices in Swedish Adult Education as Ethical Issues
Based on a longitudinal study comprising two consecutive action-based and linguistic-ethnographic projects in Swedish adult education offered to students labeled as intellectually disabled, this paper examines how teachers in these programs challenged structural injustices. Guided by Nikolaidis’ (2023) theorizing of structural epistemic injustice in education, we show how two teachers challenged diminishing educational opportunities, limited less…
Choosing Without Choice
This article explores what newly arrived men with migrant backgrounds narrate about their vocational education and career choices in Sweden, focusing on how the expression must (Swedish: måste ) is used to describe societal demands and constraints. Drawing on twelve semi‐structured interviews with men who arrived as refugees or through family reunification during or after the 2015 peak in asylum arrivals to Europe, and who participated in adult v…
“And then what?”
Drawing from linguistic ethnographic data in what is referred to as accommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/or intellectual disability, we here focus on the latter category of learners, and their teacher, in one Swedish language learning group. We analyze and discuss their work with storytelling, which we relate to a crip linguistics approach, forming a s…
Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Sociology (3 works) · Anthropology (2 works) · Global Education and Multiculturalism (2 works) · Linguistics (2 works) · Narrative (2 works) · Philosophy (2 works) · Psychology (2 works) · Ableism (1 work)