Researching multilingually: (Some) practical, policy, and political considerations

In this workshop, we will first invite participants to initially reflect on their own linguistic resources in relation to: a) their research environment (e.g. departments like MIE); and b) the context/phenomenon they are researching. Making use of vignettes from doctoral students and other researchers, and with reference to insights arising from a series of interlinked AHRC-funded Researching Multilingually projects, we will then explore:
some of the practicalities to be considered when using (or debating whether to use) multiple languages in research;
research polices (e.g. BERA ethical guidelines) regarding languages; and
the growing problematisation of Anglo-centricity in research and its dissemination as linked to concerns about epistemic (in)justice and the value of linguistic and epistemic diversity in research cultures.

By the end, we will invite participants to revisit to their initial reflections about their linguistic resources and identify possible implications for their research and researcher development.

Participants may find it of interest in advance, or as a follow-up, to consult recent publications we have been involved in with colleagues:

Andrews, J., & Fay, R. (2020). Valuing a translingual mindset in researcher education in Anglophone higher education settings: Supervision perspectives. Language, Culture and Curriculum, 33(2): 188-202. {special issue on teaching and learning in Anglophone higher education settings}. DOI: https://doi.org/10.1080/07908318.2019.1677701
Valuing a translingual researcher mindset in researcher education .... (2020)

Andrews, J., Fay, R., & White, R. (2018). From linguistic preparation to developing a translingual orientation – possible implications of plurilingualism for researcher education. In J. Choi & S. Ollerhead (Eds.), Plurilingualism in learning and teaching: Complexities across contexts. (pp.220-233). London: Routledge.

Bekar, M., & Fay, R. (2020). Developing Anglo-centric literacy: Problematizing understandings of criticality. In A. Simpson, & F. Dervin (Eds.), The meanings of criticality in education research: Reflecting on critical pedagogy. (pp.23-45). Cham.: Palgrave Macmillan.
Developing an Anglo-centred academic literacy: Problematizing understandings of criticality (2020)

Fay, R., Andrews, J., Huang, Z.M., & White, R. (2021). Bringing the critical into doctoral supervisory praxis: What can we learn from debates on epistemic (in)justice and the languaging of research? Journal of Praxis in Higher Education 3(2): 104-127. DOI:https://doi.org/10.47989/kpdc109
Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research? (2021)

Holmes, P., Fay, R., Andrew, J., & Attia, M. (2016). How to research multilingually: Possibilities and complexities. In Z. Hua (Ed.), Research methods in intercultural communication: A practical Guide. (pp.88-102). London: Wiley.