Khawla Badwan
Biographic Data
| ID | 166962 |
|---|---|
| NAME | Khawla Badwan |
| GIVEN NAMES | Khawla |
| FAMILY NAME | Badwan |
| SIGNATURE | BADWAN K |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0003-1808-724X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Rethinking language through child-wor(l)d sociolinguistics
Digital Voices of the Future: Assembling children’s voice in policy, planning and planting of UK Treescapes
The future of treescapes belongs to the children of today. Yet, interdisciplinary research that explores their engagement with treescapes remains rare. To address this challenge, the Digital Voices of the Future project was designed in creative and interdisciplinary ways to explore avenues for embodied approaches of engaging children in treescapes-related activities to inform the development of video games. Such games feature a complex collage th…
How can children and young people have a voice in urban treescapes
Scientific understanding of climate change has, to date, failed to result in sufficient action. This paper proposes that a deficit model of top‐down learning and dissemination in relation to public engagement with science may be part of the problem, particularly when considering the attitudes, values and empowerment of children and young people. Drawing on two cross‐university projects funded by the Future of UK Treescapes programme, in which chi…
Hospicing Gaza ( غزة ): Stunned languaging as poetic cries for a heartbreaking scholarship
The article explores the notion of stunned languaging in the construction of poetic cries as a genre of grief in times of unspeakability while witnessing the online streaming of the Gaza Genocide. Weaving together conceptual, experiential, and poetic threads and traces, the article presents a hospicing project of heartbreaking scholarship as a form of bearing witness, collective accountability, and a care commons. It discusses the role of languag…
Diversifying tree-child relations: Making the case for epistemological and methodological shifts in environmental education research
This article argues for embracing epistemological and methodological diversity in order to advance recent shifts in environmental education that call for alternative spaces for learning. The article narrates our fieldwork experiences of conducting creative research working with children aged 7–9 years old in two primary schools in England, while exploring the children’s immersive experiences with/of treescapes. Through featuring two case study ex…
Starting with trees: Between and beyond environmental education
This paper explores learning about environments with a focus on starting with trees. The paper examines children and young people's perceptions of and engagement with trees, as part of a large grant that sought to examine the dis/benefits of trees for children's lives and learning. In this paper, we attempt to move beyond notions of ‘education for sustainability’ in that we start with knowledges generated with trees. We are concerned that current…
Attending to children's voices within environmental education
The article reports on a study that explores children's epistemologies of the environment. We drew on Nxumalo's (2016) concept of 'refiguring presences' as a conceptual and methodological orientation. Such an orientation develops an expansive understanding of voice, encourages researchers to resist absences and erasures, and braids together activities of attending, remembering, disrupting, and imagining. Based on a study in a diverse multilingual…
Working with/beyond ‘language’: Insights from a listening walk with young men from asylum-seeking backgrounds in a rural treescape
This article articulates the affordances and challenges of researching with and beyond language on a listening walk with young men from asylumseeking backgrounds in a rural treescape. Offering methodological and conceptual provocations for creative multilingual research, the article does not (re)present a traditional research encounter with fixed methodologies and confident findings. Rather, it stories a research encounter, anchored in participat…
Critical perspectives on teaching in the multilingual university
Globalisation, for which language is a pivotal instrument, is defined by Giddens (1990) as the ‘intensification of worldwide social relations which link distant localities’ (64). Though it is a contested terrain, of globalisations – from above and from below (Torres 2009), there are both negative and positive effects on any society. The globalisation of higher education has elevated the international status of colonial languages, such as English,…
Ecological orientations to sociolinguistic scale: Insights from study abroad experiences
The sociolinguistics of globalisation, as an emerging paradigm, focuses on the impact of mobility on the linguistic capital of mobile individuals. To understand this, Blommaert advocates a scalar approach to language arguing that some people’s repertoires “will allow mobility while others will not” (2010. The sociolinguistics of globalization . Cambridge: Cambridge University Press: 23) and proposing high scale , low scale orderings. In this pape…
Chronotopic translanguaging and the mobile languaging subject: Insights from an Algerian academic sojourner in the UK
This study discusses the impact of spatial, temporal and virtual mobility on how mobile individuals talk about language in their world, and how they use language offline and online to communicate over time and across space. We introduce the notion of chronotopic translanguaging to highlight the significance of merging time and place in sociolinguistics. Doing so, we present a rather stretched understanding of time to include references to real ti…
Unmooring language for social justice: Young people talking about language in place in Manchester, UK
Unmooring language is a proposal for a language-based social justice concept that aims to go beyond national and local epistemologies of language in place. This article contributes to current discussions in critical sociolinguistics about how to conceptualize language bearing in mind the primacy of mobility and fluidity. Drawing on folk linguistics, local metalinguistic talk, and citizen sociolinguistics; this study explores how young people (age…
Exploring schools as potential sites of foster-ship and empowerment for migrant children in the UK ( Exploramos las escuelas como posibles centros de acogida y empoderamiento de los niños migrantes en…
This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the way…
Walk this way: The rhythmic mobilities of university students in Greater Manchester, UK
Mobility in the context of higher education is often privileged to large(r)- scale international movements, neglecting the everyday mobilities practiced by students. This is important, as banal mobilities constitute important affective experiences for students. In responding to calls for a micro-bodily mobilities approach to student geographies in the UK, we draw on semi-structured interviews conducted with university students aged 18–25 studying…
Walking along in sticky places: Post-humanist and affective insights from a reflective account of two young women in Manchester, UK
This article reports on a reflective account of a walk-along that brought together a researcher and a participant who visited the Curry Mile (Wilmslow Road) in Manchester, UK. It focuses on places, emotions and materiality in intercultural research in order to understand how ‘things make people happen’. Drawing on the interplay of ‘post-humanism’, emotions in ‘sticky’ places, and ‘cultural threads and blocks’, this paper explores how decentring i…
Agency in educational language planning: Perspectives from higher education in Tunisia
Post-modern approaches to language policy have emphasised the role of agency in implementing and appropriating language policies. While agency is often perceived in positive terms, Liddicoat [(2019). Constraints on agency in micro-language policy and planning in schools. In J. Bouchard & G. P. Glasgow (Eds.), Agency in language policy and planning: Critical inquiries (pp. 149–170). New York: Routledge.] calls on language policy researchers to inv…
Walking along in sticky places: Post-humanist and affective insights from a reflective account of two young women in Manchester, UK
This article reports on a reflective account of a walk-along that brought together a researcher and a participant who visited the Curry Mile (Wilmslow Road) in Manchester, UK. It focuses on places, emotions and materiality in intercultural research in order to understand how ‘things make people happen’. Drawing on the interplay of ‘post-humanism’, emotions in ‘sticky’ places, and ‘cultural threads and blocks’, this paper explores how decentring i…
Walk this way: The rhythmic mobilities of university students in Greater Manchester, UK
Mobility in the context of higher education is often privileged to large(r)- scale international movements, neglecting the everyday mobilities practiced by students. This is important, as banal mobilities constitute important affective experiences for students. In responding to calls for a micro-bodily mobilities approach to student geographies in the UK, we draw on semi-structured interviews conducted with university students aged 18–25 studying…
Agency in educational language planning: Perspectives from higher education in Tunisia
Post-modern approaches to language policy have emphasised the role of agency in implementing and appropriating language policies. While agency is often perceived in positive terms, Liddicoat [(2019). Constraints on agency in micro-language policy and planning in schools. In J. Bouchard & G. P. Glasgow (Eds.), Agency in language policy and planning: Critical inquiries (pp. 149–170). New York: Routledge.] calls on language policy researchers to inv…
Hospicing Gaza ( غزة ): Stunned languaging as poetic cries for a heartbreaking scholarship
The article explores the notion of stunned languaging in the construction of poetic cries as a genre of grief in times of unspeakability while witnessing the online streaming of the Gaza Genocide. Weaving together conceptual, experiential, and poetic threads and traces, the article presents a hospicing project of heartbreaking scholarship as a form of bearing witness, collective accountability, and a care commons. It discusses the role of languag…
Working with/beyond ‘language’: Insights from a listening walk with young men from asylum-seeking backgrounds in a rural treescape
This article articulates the affordances and challenges of researching with and beyond language on a listening walk with young men from asylumseeking backgrounds in a rural treescape. Offering methodological and conceptual provocations for creative multilingual research, the article does not (re)present a traditional research encounter with fixed methodologies and confident findings. Rather, it stories a research encounter, anchored in participat…
Chronotopic translanguaging and the mobile languaging subject: Insights from an Algerian academic sojourner in the UK
This study discusses the impact of spatial, temporal and virtual mobility on how mobile individuals talk about language in their world, and how they use language offline and online to communicate over time and across space. We introduce the notion of chronotopic translanguaging to highlight the significance of merging time and place in sociolinguistics. Doing so, we present a rather stretched understanding of time to include references to real ti…
Agency in educational language planning: Perspectives from higher education in Tunisia
Post-modern approaches to language policy have emphasised the role of agency in implementing and appropriating language policies. While agency is often perceived in positive terms, Liddicoat [(2019). Constraints on agency in micro-language policy and planning in schools. In J. Bouchard & G. P. Glasgow (Eds.), Agency in language policy and planning: Critical inquiries (pp. 149–170). New York: Routledge.] calls on language policy researchers to inv…
Walking along in sticky places: Post-humanist and affective insights from a reflective account of two young women in Manchester, UK
This article reports on a reflective account of a walk-along that brought together a researcher and a participant who visited the Curry Mile (Wilmslow Road) in Manchester, UK. It focuses on places, emotions and materiality in intercultural research in order to understand how ‘things make people happen’. Drawing on the interplay of ‘post-humanism’, emotions in ‘sticky’ places, and ‘cultural threads and blocks’, this paper explores how decentring i…
Unmooring language for social justice: Young people talking about language in place in Manchester, UK
Unmooring language is a proposal for a language-based social justice concept that aims to go beyond national and local epistemologies of language in place. This article contributes to current discussions in critical sociolinguistics about how to conceptualize language bearing in mind the primacy of mobility and fluidity. Drawing on folk linguistics, local metalinguistic talk, and citizen sociolinguistics; this study explores how young people (age…
Exploring schools as potential sites of foster-ship and empowerment for migrant children in the UK ( Exploramos las escuelas como posibles centros de acogida y empoderamiento de los niños migrantes en…
This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the way…
Walk this way: The rhythmic mobilities of university students in Greater Manchester, UK
Mobility in the context of higher education is often privileged to large(r)- scale international movements, neglecting the everyday mobilities practiced by students. This is important, as banal mobilities constitute important affective experiences for students. In responding to calls for a micro-bodily mobilities approach to student geographies in the UK, we draw on semi-structured interviews conducted with university students aged 18–25 studying…
Critical perspectives on teaching in the multilingual university
Globalisation, for which language is a pivotal instrument, is defined by Giddens (1990) as the ‘intensification of worldwide social relations which link distant localities’ (64). Though it is a contested terrain, of globalisations – from above and from below (Torres 2009), there are both negative and positive effects on any society. The globalisation of higher education has elevated the international status of colonial languages, such as English,…
Ecological orientations to sociolinguistic scale: Insights from study abroad experiences
The sociolinguistics of globalisation, as an emerging paradigm, focuses on the impact of mobility on the linguistic capital of mobile individuals. To understand this, Blommaert advocates a scalar approach to language arguing that some people’s repertoires “will allow mobility while others will not” (2010. The sociolinguistics of globalization . Cambridge: Cambridge University Press: 23) and proposing high scale , low scale orderings. In this pape…
Chronotopic translanguaging and the mobile languaging subject: Insights from an Algerian academic sojourner in the UK
This study discusses the impact of spatial, temporal and virtual mobility on how mobile individuals talk about language in their world, and how they use language offline and online to communicate over time and across space. We introduce the notion of chronotopic translanguaging to highlight the significance of merging time and place in sociolinguistics. Doing so, we present a rather stretched understanding of time to include references to real ti…
Working with/beyond ‘language’: Insights from a listening walk with young men from asylum-seeking backgrounds in a rural treescape
This article articulates the affordances and challenges of researching with and beyond language on a listening walk with young men from asylumseeking backgrounds in a rural treescape. Offering methodological and conceptual provocations for creative multilingual research, the article does not (re)present a traditional research encounter with fixed methodologies and confident findings. Rather, it stories a research encounter, anchored in participat…
How can children and young people have a voice in urban treescapes
Scientific understanding of climate change has, to date, failed to result in sufficient action. This paper proposes that a deficit model of top‐down learning and dissemination in relation to public engagement with science may be part of the problem, particularly when considering the attitudes, values and empowerment of children and young people. Drawing on two cross‐university projects funded by the Future of UK Treescapes programme, in which chi…
Hospicing Gaza ( غزة ): Stunned languaging as poetic cries for a heartbreaking scholarship
The article explores the notion of stunned languaging in the construction of poetic cries as a genre of grief in times of unspeakability while witnessing the online streaming of the Gaza Genocide. Weaving together conceptual, experiential, and poetic threads and traces, the article presents a hospicing project of heartbreaking scholarship as a form of bearing witness, collective accountability, and a care commons. It discusses the role of languag…
Diversifying tree-child relations: Making the case for epistemological and methodological shifts in environmental education research
This article argues for embracing epistemological and methodological diversity in order to advance recent shifts in environmental education that call for alternative spaces for learning. The article narrates our fieldwork experiences of conducting creative research working with children aged 7–9 years old in two primary schools in England, while exploring the children’s immersive experiences with/of treescapes. Through featuring two case study ex…
Starting with trees: Between and beyond environmental education
This paper explores learning about environments with a focus on starting with trees. The paper examines children and young people's perceptions of and engagement with trees, as part of a large grant that sought to examine the dis/benefits of trees for children's lives and learning. In this paper, we attempt to move beyond notions of ‘education for sustainability’ in that we start with knowledges generated with trees. We are concerned that current…
Attending to children's voices within environmental education
The article reports on a study that explores children's epistemologies of the environment. We drew on Nxumalo's (2016) concept of 'refiguring presences' as a conceptual and methodological orientation. Such an orientation develops an expansive understanding of voice, encourages researchers to resist absences and erasures, and braids together activities of attending, remembering, disrupting, and imagining. Based on a study in a diverse multilingual…
Rethinking language through child-wor(l)d sociolinguistics
Digital Voices of the Future: Assembling children’s voice in policy, planning and planting of UK Treescapes
The future of treescapes belongs to the children of today. Yet, interdisciplinary research that explores their engagement with treescapes remains rare. To address this challenge, the Digital Voices of the Future project was designed in creative and interdisciplinary ways to explore avenues for embodied approaches of engaging children in treescapes-related activities to inform the development of video games. Such games feature a complex collage th…
Sociology (13 works) · Pedagogy (11 works) · Linguistics (7 works) · Multilingual Education and Policy (7 works) · Psychology (7 works) · Political science (5 works) · Social science (5 works) · Children's Rights and Participation (4 works) · Environmental Education and Sustainability (4 works) · Linguistic Variation and Morphology (4 works)