Laura Gurney
Dados Biográficos
| ID | 214539 |
|---|---|
| NOME | Laura Gurney |
| PRENOMES | Laura |
| SOBRENOME | Gurney |
| ASSINATURA | GURNEY L |
| AFILIAÇÕES | University of Waikato |
| ORCID | 0000-0003-3416-2967 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 63 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
A critical policy analysis of the Australian Strategy for International Education 2021–2030
National internationalization strategies are produced by governments to frame and drive their internationalization agendas. They are relatively new, but growing in number. This paper contributes to an emerging strand of international education research: that of discursive policy analysis. We analyse the Australian Strategy for International Education (ASIE) 2021–2030, drawing on Bacchi and Goodwin’s ‘ What’s the problem represented to be?’ framew…
Language ontologies and the worlding of language(s)/languaging
Insider perspectives and ontological curiosity
In this paper, we engage with the concept of translanguaging, situating it as a potentially transformative approach within linguistics, particularly in contexts where the limitations of monolingual and monoglossic frameworks are not only misaligned with, but also detrimental to, the complex realities of language use. However, while translanguaging challenges these frameworks, it risks becoming another form of universalism if not critically examin…
Language ontologies and posthumanist critical pedagogy
This paper discusses critical pedagogies in relation to critical language studies. We explore how a posthumanist approach - framed through language ontologies and based on onto-epistemic analysis - may shape critical pedagogies for language education. We specifically ask, how are critical pedagogies transformed by ontology? The paper provides an overview of the core characteristics and goals of critical pedagogies in relation to epistemology-base…
Becoming an English language teacher over lines of desire
Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenologi…
Languages ontologies in higher education
In this paper, we engage the frame of language ontologies to explore what language is or might be, vis-à-vis empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the participants during the interviews: language as…
What are we protecting? Rethinking relational values and nature(s)
Relational values have been proposed as a way of capturing more inclusively the relationships that people have with nature and have been adopted within the conceptual framework of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). Relational values literature has taken strides towards a more comprehensive appreciation of human-nature interactions than previous frameworks. However, we see an opportunity t…
Beyond binary thinking
In this paper, we draw on data from world languages teachers (English, Spanish and French, in particular) to explore and unpack binaries encountered in their practice in relation to both culture and language.Specifically, we explore the fluid and the fixed, and the essential and the hybrid, within the classroom and world beyond.We theorise language and culture through the frame of the assemblage, drawing on Deleuze and Guattari, to problematise t…
Artificial intelligence and the ethnographic encounter
No one would give me that job in Australia
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
Assemblage drawings as talking points
In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoki…
Simultaneous multiplicity
This paper explores two prominent strands of inquiry within new materialism – Deleuze and Guattari’s assemblage thinking and Karen Barad’s agential realism – and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come together to reconfigure the trajectory of language studies and critical applied linguistics, as they hav…
Language sciences in the future
Narratives of Qualitative PhD Research
Beyond coloniality and monolingualism
This point of departure offers several provocations for languages education in the higher education sector. From our standpoint as world language educators working in Australia and New Zealand, we trace universalising claims about languages through coloniality and the attendant ideology of monolingualism. We then consider the emancipatory potential that translanguaging, as theory and practice, may present to guide the reconceptualisation of langu…
Languages/languaging as world-making
Coloniality, neoliberalism and the language textbook
In this article, we question the presumed presence of the textbook as sine qua non in languages education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and poststructuralist approaches to language and languages education are gaining trac…
Is it ever enough?’ Exploring academic language and learning advisory identities through small stories
Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions a…
Tracing new ground, from language to languaging, and from languaging to assemblages
This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a co…
Mapping language, culture, ideology
Critical perspectives on language pedagogy and linguistics have been marked by advocacy for the deconstruction of the concept of language. Using Spanish as exemplary, and situating language within culturally informed worldviews, we contribute to this discussion through an examination of dominant language ideologies and their shaping of the teaching of foreign languages. We advocate for a critical analysis of both language and culture – concepts i…
Actors and agency in academic language policy and planning
Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English…
Tracing new ground, from language to languaging, and from languaging to assemblages
This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a co…
Languages/languaging as world-making
Actors and agency in academic language policy and planning
Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English…
Mapping language, culture, ideology
Critical perspectives on language pedagogy and linguistics have been marked by advocacy for the deconstruction of the concept of language. Using Spanish as exemplary, and situating language within culturally informed worldviews, we contribute to this discussion through an examination of dominant language ideologies and their shaping of the teaching of foreign languages. We advocate for a critical analysis of both language and culture – concepts i…
No one would give me that job in Australia
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
Artificial intelligence and the ethnographic encounter
Is it ever enough?’ Exploring academic language and learning advisory identities through small stories
Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions a…
Actors and agency in academic language policy and planning
Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English…
Mapping language, culture, ideology
Critical perspectives on language pedagogy and linguistics have been marked by advocacy for the deconstruction of the concept of language. Using Spanish as exemplary, and situating language within culturally informed worldviews, we contribute to this discussion through an examination of dominant language ideologies and their shaping of the teaching of foreign languages. We advocate for a critical analysis of both language and culture – concepts i…
Tracing new ground, from language to languaging, and from languaging to assemblages
This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a co…
Coloniality, neoliberalism and the language textbook
In this article, we question the presumed presence of the textbook as sine qua non in languages education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and poststructuralist approaches to language and languages education are gaining trac…
Is it ever enough?’ Exploring academic language and learning advisory identities through small stories
Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions a…
Languages/languaging as world-making
Narratives of Qualitative PhD Research
Beyond coloniality and monolingualism
This point of departure offers several provocations for languages education in the higher education sector. From our standpoint as world language educators working in Australia and New Zealand, we trace universalising claims about languages through coloniality and the attendant ideology of monolingualism. We then consider the emancipatory potential that translanguaging, as theory and practice, may present to guide the reconceptualisation of langu…
Assemblage drawings as talking points
In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoki…
Simultaneous multiplicity
This paper explores two prominent strands of inquiry within new materialism – Deleuze and Guattari’s assemblage thinking and Karen Barad’s agential realism – and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come together to reconfigure the trajectory of language studies and critical applied linguistics, as they hav…
Language sciences in the future
Becoming an English language teacher over lines of desire
Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenologi…
Languages ontologies in higher education
In this paper, we engage the frame of language ontologies to explore what language is or might be, vis-à-vis empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the participants during the interviews: language as…
What are we protecting? Rethinking relational values and nature(s)
Relational values have been proposed as a way of capturing more inclusively the relationships that people have with nature and have been adopted within the conceptual framework of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). Relational values literature has taken strides towards a more comprehensive appreciation of human-nature interactions than previous frameworks. However, we see an opportunity t…
Beyond binary thinking
In this paper, we draw on data from world languages teachers (English, Spanish and French, in particular) to explore and unpack binaries encountered in their practice in relation to both culture and language.Specifically, we explore the fluid and the fixed, and the essential and the hybrid, within the classroom and world beyond.We theorise language and culture through the frame of the assemblage, drawing on Deleuze and Guattari, to problematise t…
Artificial intelligence and the ethnographic encounter
No one would give me that job in Australia
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
A critical policy analysis of the Australian Strategy for International Education 2021–2030
National internationalization strategies are produced by governments to frame and drive their internationalization agendas. They are relatively new, but growing in number. This paper contributes to an emerging strand of international education research: that of discursive policy analysis. We analyse the Australian Strategy for International Education (ASIE) 2021–2030, drawing on Bacchi and Goodwin’s ‘ What’s the problem represented to be?’ framew…
Language ontologies and the worlding of language(s)/languaging
Insider perspectives and ontological curiosity
In this paper, we engage with the concept of translanguaging, situating it as a potentially transformative approach within linguistics, particularly in contexts where the limitations of monolingual and monoglossic frameworks are not only misaligned with, but also detrimental to, the complex realities of language use. However, while translanguaging challenges these frameworks, it risks becoming another form of universalism if not critically examin…
Language ontologies and posthumanist critical pedagogy
This paper discusses critical pedagogies in relation to critical language studies. We explore how a posthumanist approach - framed through language ontologies and based on onto-epistemic analysis - may shape critical pedagogies for language education. We specifically ask, how are critical pedagogies transformed by ontology? The paper provides an overview of the core characteristics and goals of critical pedagogies in relation to epistemology-base…
Sociology (19 obras) · Linguistics (13 obras) · Philosophy (13 obras) · Multilingual Education and Policy (10 obras) · Pedagogy (9 obras) · Political science (9 obras) · Epistemology (7 obras) · Language education (7 obras) · Second Language Learning and Teaching (7 obras) · EFL/ESL Teaching and Learning (5 obras)