Harini Rajagopal
Biographic Data
| ID | 5971718 |
|---|---|
| NAME | Harini Rajagopal |
| GIVEN NAMES | Harini |
| FAMILY NAME | Rajagopal |
| SIGNATURE | RAJAGOPAL H |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0009-0009-1534-2357 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Rethinking temporalities through being with children
Children’s everyday lives are shaped by shifting rhythms of movement, suspension, and retrospection through which time becomes lived, imagined, and meaningful. This article brings together interdisciplinary and international perspectives, with members of a collective reflecting on temporality in children’s lives. Across a prologue and nine reflective pieces developed through prolonged dialogue, the article explores time in children’s diverse ever…
“Can I speak that यहाँ पे (here)?”
This paper highlights the stories of two grade 2/3 emergent bilinguals, Jay and Pari, to underscore the need for more inclusive listening for the experiences of marginalized learners and to offer relational, multimodal, and multilingual pedagogical designs. Framed by theories of intersectionality, translanguaging, and multimodality, I present moments from a collaborative multilingual photo project, Something/Someone I love, and center Jay and Par…
Remixing images, words, and ideas
Sharing multimodal creations of four young racialized multilingual learners from a year-long education design research project, this paper argues that remixing and repurposing are decolonizing practices through which marginalized children create countertexts. Anh, Jordan, Sarah, and Kimi – children categorized as English language learners (ELLs) in a Grade 2/3 Western Canadian classroom – expertly designed countertexts using popular and digital c…
“There's nothing to read here…the newspaper is cho cá , for the fish!”
This article shares stories of seven‐year‐old Anh, participating in brokering practices to support his mother at home as a caring multiliterate practice. We contextualize brokering as complex linguistic, cultural, social, and pragmatic negotiations, and emphasize the particularities and complexities of this affective labor that many children from immigrant and refugee backgrounds routinely undertake for their families and friends. Using perspecti…
A Place to Call Home
No prominent works on this page.
“Can I speak that यहाँ पे (here)?”
This paper highlights the stories of two grade 2/3 emergent bilinguals, Jay and Pari, to underscore the need for more inclusive listening for the experiences of marginalized learners and to offer relational, multimodal, and multilingual pedagogical designs. Framed by theories of intersectionality, translanguaging, and multimodality, I present moments from a collaborative multilingual photo project, Something/Someone I love, and center Jay and Par…
Remixing images, words, and ideas
Sharing multimodal creations of four young racialized multilingual learners from a year-long education design research project, this paper argues that remixing and repurposing are decolonizing practices through which marginalized children create countertexts. Anh, Jordan, Sarah, and Kimi – children categorized as English language learners (ELLs) in a Grade 2/3 Western Canadian classroom – expertly designed countertexts using popular and digital c…
“There's nothing to read here…the newspaper is cho cá , for the fish!”
This article shares stories of seven‐year‐old Anh, participating in brokering practices to support his mother at home as a caring multiliterate practice. We contextualize brokering as complex linguistic, cultural, social, and pragmatic negotiations, and emphasize the particularities and complexities of this affective labor that many children from immigrant and refugee backgrounds routinely undertake for their families and friends. Using perspecti…
A Place to Call Home
Rethinking temporalities through being with children
Children’s everyday lives are shaped by shifting rhythms of movement, suspension, and retrospection through which time becomes lived, imagined, and meaningful. This article brings together interdisciplinary and international perspectives, with members of a collective reflecting on temporality in children’s lives. Across a prologue and nine reflective pieces developed through prolonged dialogue, the article explores time in children’s diverse ever…
Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Literacy, Media, and Education (2 works) · Multilingualism (2 works) · Narrative (2 works) · Active listening (1 work)