Joke Dewilde
Biographic Data
| ID | 77903 |
|---|---|
| NAME | Joke Dewilde |
| GIVEN NAMES | Joke |
| FAMILY NAME | Dewilde |
| SIGNATURE | DEWILDE J |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-3142-9702 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Between purism and flexibility: Ukrainian translators negotiating multilingual teaching materials in Norway
This article examines how two Ukrainian translators in Norway negotiated language ideologies when translating and adapting teaching materials for newly arrived students. Drawing on biographical interviews and a collaborative translation workshop, we analyse how their linguistic repertoires and dispositions – shaped by Ukrainian–Russian bilingualism, wartime experiences, and migration – interact with the communicative norms and pedagogical expecta…
Epistemologies of language and epistemic injustice in adult basic education for immigrants
Many adults who immigrate from the Global South to Western countries experience devaluation of their knowledge and expertise. Such epistemic injustice may be exacerbated by Eurocentric epistemologies of language as fixed and codified, rather than as a dynamic, relational practice. This study explores how these dynamics unfold in adult basic education by examining intersections of language and epistemic injustice, including hermeneutical, contribu…
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Art Is Everything, It’s Like a Safe Space’: Minority Artists’ Negotiation of Identity and Heritage Across Two Nordic Contexts
Art has long served as a form of social critique, yet the perspectives of minority artists often remain on the margins of public discourse. This article investigates how minority artists in increasingly diverse Nordic contexts – The Faroe Islands and Norway – use art to negotiate identity, claim heritage, and engage majority audiences. We present two telling cases: (1) a Faroese case involving two second-generation artists – a musician and a visu…
“When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters
The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual …
Tracing critical multilingual language awareness among experienced primary school language teachers in Norway
Negotiating Indigenous participation and heritage at a multicultural festival
This article investigates how Indigenous participation and heritage are negotiated at a multicultural festival in Norway. While such festivals respond to the call for meeting places that foster inclusion and belonging in society, researchers have warned against promoting superficial understandings and essentialism. Based on fieldwork and semi-structured interviews with festival management and Greenlandic participants, we found that Indigenous par…
Listening to young people's voices: Attempts at developing context- and participant-sensitive approaches
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
Translation as Translingual Writing Practice in English as an Additional Language
Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethn…
Translation and translingual remixing: A young person developing as a writer
Aims and Objectives/Purpose/Research Questions: This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school. Design/Methodology/Approach: Situated within a linguistic ethnogra…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants' situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio-recording of interactions, which provides opportunities to collect interactional data as they circulate acros…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants' situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio-recording of interactions, which provides opportunities to collect interactional data as they circulate acros…
Listening to young people's voices: Attempts at developing context- and participant-sensitive approaches
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants' situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio-recording of interactions, which provides opportunities to collect interactional data as they circulate acros…
Translation and translingual remixing: A young person developing as a writer
Aims and Objectives/Purpose/Research Questions: This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school. Design/Methodology/Approach: Situated within a linguistic ethnogra…
Translation as Translingual Writing Practice in English as an Additional Language
Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethn…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
Negotiating Indigenous participation and heritage at a multicultural festival
This article investigates how Indigenous participation and heritage are negotiated at a multicultural festival in Norway. While such festivals respond to the call for meeting places that foster inclusion and belonging in society, researchers have warned against promoting superficial understandings and essentialism. Based on fieldwork and semi-structured interviews with festival management and Greenlandic participants, we found that Indigenous par…
Listening to young people's voices: Attempts at developing context- and participant-sensitive approaches
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
“When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters
The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual …
Tracing critical multilingual language awareness among experienced primary school language teachers in Norway
Between purism and flexibility: Ukrainian translators negotiating multilingual teaching materials in Norway
This article examines how two Ukrainian translators in Norway negotiated language ideologies when translating and adapting teaching materials for newly arrived students. Drawing on biographical interviews and a collaborative translation workshop, we analyse how their linguistic repertoires and dispositions – shaped by Ukrainian–Russian bilingualism, wartime experiences, and migration – interact with the communicative norms and pedagogical expecta…
Epistemologies of language and epistemic injustice in adult basic education for immigrants
Many adults who immigrate from the Global South to Western countries experience devaluation of their knowledge and expertise. Such epistemic injustice may be exacerbated by Eurocentric epistemologies of language as fixed and codified, rather than as a dynamic, relational practice. This study explores how these dynamics unfold in adult basic education by examining intersections of language and epistemic injustice, including hermeneutical, contribu…
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Art Is Everything, It’s Like a Safe Space’: Minority Artists’ Negotiation of Identity and Heritage Across Two Nordic Contexts
Art has long served as a form of social critique, yet the perspectives of minority artists often remain on the margins of public discourse. This article investigates how minority artists in increasingly diverse Nordic contexts – The Faroe Islands and Norway – use art to negotiate identity, claim heritage, and engage majority audiences. We present two telling cases: (1) a Faroese case involving two second-generation artists – a musician and a visu…
Multilingual Education and Policy (9 works) · Psychology (8 works) · Sociology (8 works) · Pedagogy (7 works) · Linguistics (6 works) · Multilingualism (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Aesthetics (3 works) · Anthropology (3 works)