Eugenia Demuro
Datos Biográficos
| ID | 369079 |
|---|---|
| NOMBRE | Eugenia Demuro |
| NOMBRES | Eugenia |
| APELLIDO | Demuro |
| FIRMA | DEMURO E |
| AFILIACIONES | Deakin University |
| ORCID | 0000-0002-1827-0143 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 47 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
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…
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…
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
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…
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
Mapping the interstices
This paper examines the Zapatista use of the Word as weapon and as world-making. In particular, we focus on narrative devices and discursive strategies that reveal the locus of enunciation from which the Zapatistas, via Marcos, speak. This Word emerges from, and is situated at, the interstices of Western and Mayan worlds. In the Zapatista stories this is evident through a transmodern use of intertextuality; the critique of “false language” and th…
Reading the world anew
This article examines the Zapatista political project for autonomy, and against coloniality and neo-liberalism, through two Zapatista stories, "La historia de los espejos" ("The Story of the Mirrors", 1995) and "La historia de los otros" ("The Story of the Others", 1998). It offers a close reading of these stories to show that the language of the Zapatista project emerges at the intersection of literary and political registers, enunciating a disc…
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…
Acculturation or Transculturation? The Invisibility of Afro-Argentines in the 'White' Nation
This paper contests the myth of Argentina as a white-Europeanised nation by examining the invisibility of Afro-Argentines and Afro-descendants from official accounts of the nation. Rather than a process of complete acculturation and assimilation leading to the ‘disappearance’ of the Afro-Argentine population, as is the popular view, what occurred was an appropriation of contributions by Afro-Argentines into white culture. In this way, we examine …
Embers of the past
In recent decades a critical turn has taken place in Latin American studies, with the emergence of, first, the Latin American Subaltern Studies group, and then, the Modernity/Coloniality/Decolonial
Civilisation and Authenticity
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
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…
Artificial intelligence and the ethnographic encounter
Mapping the interstices
This paper examines the Zapatista use of the Word as weapon and as world-making. In particular, we focus on narrative devices and discursive strategies that reveal the locus of enunciation from which the Zapatistas, via Marcos, speak. This Word emerges from, and is situated at, the interstices of Western and Mayan worlds. In the Zapatista stories this is evident through a transmodern use of intertextuality; the critique of “false language” and th…
Reading the world anew
This article examines the Zapatista political project for autonomy, and against coloniality and neo-liberalism, through two Zapatista stories, "La historia de los espejos" ("The Story of the Mirrors", 1995) and "La historia de los otros" ("The Story of the Others", 1998). It offers a close reading of these stories to show that the language of the Zapatista project emerges at the intersection of literary and political registers, enunciating a disc…
Civilisation and Authenticity
Embers of the past
In recent decades a critical turn has taken place in Latin American studies, with the emergence of, first, the Latin American Subaltern Studies group, and then, the Modernity/Coloniality/Decolonial
Acculturation or Transculturation? The Invisibility of Afro-Argentines in the 'White' Nation
This paper contests the myth of Argentina as a white-Europeanised nation by examining the invisibility of Afro-Argentines and Afro-descendants from official accounts of the nation. Rather than a process of complete acculturation and assimilation leading to the ‘disappearance’ of the Afro-Argentine population, as is the popular view, what occurred was an appropriation of contributions by Afro-Argentines into white culture. In this way, we examine …
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…
Mapping the interstices
This paper examines the Zapatista use of the Word as weapon and as world-making. In particular, we focus on narrative devices and discursive strategies that reveal the locus of enunciation from which the Zapatistas, via Marcos, speak. This Word emerges from, and is situated at, the interstices of Western and Mayan worlds. In the Zapatista stories this is evident through a transmodern use of intertextuality; the critique of “false language” and th…
Reading the world anew
This article examines the Zapatista political project for autonomy, and against coloniality and neo-liberalism, through two Zapatista stories, "La historia de los espejos" ("The Story of the Mirrors", 1995) and "La historia de los otros" ("The Story of the Others", 1998). It offers a close reading of these stories to show that the language of the Zapatista project emerges at the intersection of literary and political registers, enunciating a disc…
Languages/languaging as world-making
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…
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…
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…
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
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…
Linguistics (11 obras) · Philosophy (11 obras) · Sociology (11 obras) · Multilingual Education and Policy (7 obras) · Language education (5 obras) · Philosophy (5 obras) · Political science (5 obras) · Art (4 obras) · EFL/ESL Teaching and Learning (4 obras) · Pedagogy (4 obras)