Sangeeta Bagga-Gupta is Professor Chair in Education at the School of Education and Communication, Jönköping University, Sweden. She was, until 2016, Professor Chair at Gender Studies, School of Humanities, Education and Social Sciences, Örebro university, Sweden. She is the scientific leader of the multidisciplinary network based research environment Communication, Culture and Diversity, CCD, since the end of the 1990s.

Aase Lyngvær Hansen is assistant professor (emerita) of Language and Communication from Norwegian University of Science and Technology. Her multidisciplinary research focuses on interaction and learning in visually oriented classrooms. She has also worked for many years as teacher of the deaf and as a developer of teaching material for the deaf on video, DVD and internet.

Julie Feilberg is assistant professor of Language and Communication at the Norwegian University of Science and Technology. Her research focuses ch

ild language development and professional and institutional discourse. She has also served for many years as pro-rector with responsibility for education and quality learning at the Norwegian University of Science and Technology.

Discusses in detail current and recent research, methodological and conceptual issues

Addresses issues in the light of present-day diversification and from an unusual perspective

Presents theoretical and methodological discussions from the global North and the global South

Mainstreams marginalized areas of study and marginalized authors

Includes supplementary material: [...]

Includes supplementary material: [...]

Preface.- Part I. Conceptional Framings of Identity in a Multifaceted World; Editor's Introduction.- Chapter 1. Many-Ways-of-Being. Identity as (Inter)Action; Sangeeta Bagga-Gupta, Julie Feilberg and Aase Lyngvær Hansen.- Chapter 2. Positioning Theory and Life-Story Interviews: Discursive Fields, Gaze and Resistance; David Block.- Chapter 3. Co-Constructing the Adolescent¿s Identity: Agency and Autonomy as Interactional Accomplishments; Marina Everri and Laura Sterponi.- Chapter 4. The Complexities of Deaf Identities; Irene Leigh.- Part II. Making, Undoing and Remaking: Performing Identities; Editor's Introduction.- Chapter 5. Refusing What We Are: Communicating Counter-Identities and Prefiguring Social Change in New Social Movements; Paul McIlvenny.- Chapter 6. (Trans)Languaging and (Trans)Formation: Rethinking Identity in Adult Language Learning Classrooms; Jenny Rosén.- Chapter 7. The Passage of Time as a Narrative Resource in Constructing a ¿Better¿ Self; Julia Sacher.- Part III. Conveying Identities in Embodies Interaction; Editor's Introduction.- Chapter 8. Embodied Communication in Pedagogical Relationships: Dancing Interactions; Geraldene Codin, Bridget Egan, Ann Fox and Penny Lawrencea.- Chapter 9. ¿She Didn¿t Know I¿m Black, You See¿ ¿ Practices, Body Signs, and Professional Identity; Ellen Andenæs.- Part IV. Identity Work in Institutional and Technology Mediated Environments; Editor's Introduction.- Chapter 10. Mundane, Everyday Actions with Technology Questioning a Dominant View on Language Learning: A Case Study of a Deaf Sign Language Signer as a Learner of English; Elina Tapio.- Chapter 11. ¿Janne X Was Here¿. Portraying Identities and Negotiating Being and Belonging in Informal Literacy Practices; Annaliina Gynne.- Chapter 12. Identity and Culture Clashes in Cross Cultural Virtual Collaborations; Elisabeth Keating.- Chapter 13. Identity Negotiations in a Visually Oriented Virtual Classroom; Johan Hjulstad.- Afterword; Tommaso Milani.