Peripheral Multilingual Scholars Confronting Epistemic Exclusion in Global Academic Knowledge Production: A Positive Case Study

Autor/inn/en	Piller, Ingrid; Zhang, Jie; Li, Jia
Titel	Peripheral Multilingual Scholars Confronting Epistemic Exclusion in Global Academic Knowledge Production: A Positive Case Study
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 41 (2022) 6, S.639-662 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piller, Ingrid) ORCID (Zhang, Jie) ORCID (Li, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2022-0034
Schlagwörter	Multilingualism; COVID-19; Pandemics; Periodicals; Networks; College Faculty; Epistemology; Colonialism; Sociolinguistics; Intercultural Communication; Language Research; Faculty Publishing; Ethnography; Inclusion; Cooperation; Foreign Countries; Crisis Management; Communications; Case Studies; English (Second Language); Second Language Learning; Language Role; Doctoral Programs; Doctoral Students; Teacher Student Relationship; Language Variation; Videoconferencing; Translation; Second Languages; Language Attitudes; China + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Fakultät; Erkenntnistheorie; Kolonialismus; Soziolinguistik; Interkulturelle Kommunikation; Sprachforschung; Ethnografie; Inklusion; Co-operation; Kooperation; Ausland; Krisenmanagement; Nachrichtenwesen; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachenvielfalt; Second language; Zweitsprache; Sprachverhalten
Abstract	The decolonization of knowledge is increasingly high on the agenda of applied and sociolinguistics. This article contributes to this agenda by examining how peripheral multilingual scholars confront their linguistic and epistemic exclusion from global knowledge production. Based on the product of such a challenge -- a Chinese-centric special issue of "Multilingua," a global academic Q1 journal, devoted to crisis communication during the COVID-19 pandemic and committed to furthering intercultural dialogue in research -- we explore the decades-long knowledge production process behind that product and so provide a look into the "black box" of academic networking and publishing. Advocating for collaborative autoethnography as an inherently inclusive method, we focus on enabling academic and personal networks, textual scaffolding, and linguistic and epistemic brokerage. The article closes with three aspects of linguistic and epistemic citizenship that are central to inclusion, namely recognition of the value of peripheral knowledges, recognition of a collaborative ethics of care, and recognition of shared responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01