List of Contributors

Oxford Handbooks Online

List of Contributors  
The Oxford Handbook of Language and Society
Edited by Ofelia García, Nelson Flores, and Massimiliano Spotti

Print Publication Date: Jan 2017 Subject: Linguistics Online Publication Date: Dec 2016

(p. x) (p. xi) List of Contributors

Elisabetta Adami is a University Academic Fellow in Multimodal Communication at

the School of Languages, Cultures and Societies of the University of Leeds, United
Kingdom. Her research focuses on text production, language, and multimodal
representation and communication in digital environments, with a special interest in
intercultural communication. Recent publications include works on blogs and
interactivity, on video-interaction on YouTube, on multimodality and copy-and-paste in
informal and formal learning environments, and on the use of English as a lingua
franca in social media. She has co-edited the special issues Multimodality, Meaning-
Making and the Issue of Text, in Text & Talk (with Gunther Kress, 2014) and Social
Media and Visual Communication, in Visual Communication (with Carey Jewitt, 2016).

John Baugh is the Margaret Bush Wilson Professor of Arts and Sciences at
Washington University and Professor Emeritus of Education and Linguistics at
Stanford University. He is a past president of the American Dialect Society and is
currently Associate Editor for Language regarding linguistics and public policy. He
has authored and edited several books, including Beyond Ebonics: Linguistic Pride
and Racial Prejudice (Oxford University Press) and Out of the Mouths of Slaves:
African American Language and Educational Malpractice (University of Texas Press).
His board memberships include the Oracle Education Foundation and Raising-a-
Reader. Often called upon as an expert witness in legal cases pertaining to linguistic
profiling or other forms of language discrimination, he has consulted with several fair
housing agencies across the United States as well as the Equal Employment

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List of Contributors

Opportunity Commission. He is the recipient of numerous research grants from the

National Science Foundation, The Ford Foundation, and the United States
Department of State.

H-Dirksen L. Bauman is Professor of Deaf Studies at Gallaudet University. He is the

co-editor of the book/DVD project, Signing the Body Poetic: Essays in American Sign
Language (University of California Press, 2006), editor of Open Your Eyes: Deaf
Studies Talking (University of Minnesota Press, 2008) and co-editor of Deaf-Gain:
Raising the Stakes for Human Diversity, (University of Minnesota Press, 2014). He is
also co-author of Transformative Conversations: A Guide to Formation Mentoring
Communities among Peers in Higher Education (Jossey-Bass, 2013). He currently
serves as Co-Executive Editor of the Deaf Studies Digital Journal (dsdj.gallaudet.edu).

Robert Blackwood is Reader in French Sociolinguistics at the University of

Liverpool, United Kingdom, and is an Associate Editor of the journal Linguistic
Landscape. He is (p. xii) the author of The State, the Activists, and the Islanders:
Language Policy on Corsica (2008) and co-author with Stefania Tufi of The Linguistic
Landscape of the Mediterranean: French and Italian Coastal Cities (2015). In
addition, he is co-editor of Negotiating and Contesting Identities in Linguistic
Landscapes (2016), with Elizabeth Lanza and Hirut Woldemariam. He has published
widely in English and French on questions surrounding the Linguistic Landscape, as
well as language policy, with a specific focus on Corsica.

Jan Blommaert is Professor of Language, Culture and Globalization and Director of

the Babylon Center at Tilburg University, The Netherlands, and Professor of African
Linguistics and Sociolinguistics at Ghent University, Belgium. He holds honorary
appointments at University of the Western Cape (South Africa) and Beijing Language
and Culture University (China) and is group leader of the Max Planck Sociolinguistic
Diversity Working Group. He has published widely on language ideologies and
language inequality in the context of globalization. Publications include Ethnography,
Superdiversity and Linguistic Landscapes: Chronicles of Complexity (Multilingual
Matters 2013), The Sociolinguistics of Globalization (Cambridge University Press,
2010), Ethnographic Fieldwork: A Beginner’s Guide (Multilingual Matters 2010),
Grassroots Literacy (Routledge, 2008), Discourse: A Critical Introduction (Cambridge
University Press, 2005), and Language Ideological Debates (Mouton de Gruyter,
1999).

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List of Contributors

Christa Burdick is a doctoral candidate in the Department of Anthropology at the

University of Massachusetts, Amherst. Her research focuses on the intersections of
language, place, and commodification in projects of tourism marketing and place
branding in eastern France. More specifically, her current research on the production
and implementation of place branding initiatives in Alsace, France, seeks to
interrogate the ways in which such projects constitute important sites for the
contemporary reconfiguration of nations, cultures, and languages along the lines of
global market imperatives.

Peter Burger is an Assistant Professor at the Department of Journalism and New

Media at Leiden University. He applies rhetorical perspectives to journalism,
narrative folklore, and social media discourse. Before moving to academia, he worked
as a science journalist. He has written a number of books on rumors and
contemporary legends.

Anne H. Charity Hudley is The Class of 1952 Associate Professor of Education,

English, Linguistics, Africana Studies, and Director of the William and Mary Scholars
Program at the College of William and Mary in Williamsburg, Virginia. Her research
and publications address the relationship between English language variation and
Pre-K–16 educational practices and policies in the United States. She is the co-author,
with Christine Mallinson, of both Understanding English Language Variation in U.S.
Schools (Teachers College Press, 2011) and We Do Language: English Language
Variation in the Secondary English Classroom (Teachers College Press, 2014). She is
also the co-author, with Cheryl L. Dickter and Hannah Franz, of Highest Honors: A
Guide to Undergraduate Research (Teachers College Press, 2017).

Florian Coulmas has taught and done research for some twenty-five years at
(p. xiii)

various Japanese universities and research institutes before moving in 2014 to the IN-
EAST Institute, Faculty of Social Sciences, Duisburg-Essen University, where he is
Senior Professor of Japanese Studies. His principal fields of research, with a focus on
East Asia, are three: literacy and writing systems, language policy, and Japanese
sociolinguistics. He is Associate Editor of the International Journal of the Sociology of
Language. His most recent book is Guardians of Language: Twenty Voices through

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List of Contributors

History (Oxford University Press, 2016). He is currently engaged in a project about

the individual’s influence on language change.

Alfonso Del Percio is Post-Doctoral Fellow at the Center for Multilingualism in

Society across the Life Span at the University of Oslo. He holds a PhD in
“Organizational Studies and Cultural Theory” from the University of St. Gallen,
Switzerland. His research deals with the intersection of language and political
economy and focuses on the commodification of multilingualism under late
capitalism, on language and migration, as well as on the links between language,
labor, and social inequality. His recent publications include A Semiotics of Nation
Branding (Special Issue of Signs and Society, 2016).

Alexandre Duchêne is Professor of Sociology of Language at the University of

Fribourg and Co-director of the Swiss National Scientific Center for Multilingualism
Studies. His research interests focus on language and social inequality;
multilingualism, school and social selection; multilingualism and the workplace;
human migration, globalization and multilingualism; language and political economy.
His recent publications include Language in Late Capitalism: Pride and Profit, with
Monica Heller (Routledge, 2012); Language Migration and Social Inequalities, with
Melissa Moyer and Celia Roberts (Multilingual Matters, 2013); and Spéculations
langagières, with Michelle Daveluy (Anthropologie and Sociétés, 2015). He is Co-
Chair of the Committee on World Anthropologies of the American Anthropological
Association.

Mel M. Engman (MA, University of Wisconsin) is a PhD candidate in Second

Language Education at the University of Minnesota, where she teaches courses on
applied linguistics and second language acquisition. She has published and presented
work on intersections of identity and heritage language learning, language
maintenance and reclamation, and critical approaches to language policy across a
variety of schooling contexts. Her current research examines language use and
cultural practices in English-dominant Indigenous schools; and she is involved in
community-based projects that develop instructional materials for K–12 Ojibwe
indigenous language education programs.

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List of Contributors

Nelson Flores is an Assistant Professor of Educational Linguistics at the University

of Pennsylvania Graduate School of Education. His research seeks to denaturalize
dominant language ideologies that inform current conceptualizations of language
education. This entails both historical analysis of the origins of current language
ideologies and contemporary analysis examining how current language education
policies and practices reproduce these language ideologies. His primary objective is
to illustrate (p. xiv) the ways that dominant language ideologies marginalize
language-minoritized students and to develop alternative conceptualizations of
language education that challenge their minoritization. His work has appeared in
scholarly journals such as Critical Inquiry in Language Studies, Linguistics and
Education, TESOL Quarterly, and Harvard Educational Review.

Mi-Cha Flubacher is a Postdoc University Assistant in Applied Linguistics at the

Institute of Linguistics, University of Vienna, Austria. Before, she was a researcher at
the Institute of Multilingualism, University/HEP Fribourg, Switzerland. In an
ethnographic research project she investigated the role of language competences for
the process of public employment services. She has extensive research experience on
questions of multilingualism policies and practices, for example in the workplace. Her
research interests further include language as a site of the reproduction of social
inequality, neoliberal language education, and processes of exoticization through
language.

Ofelia García is Professor in the PhD programs of Urban Education and of Hispanic
and Luso-Brazilian Literatures and Languages at The Graduate Center, City
University of New York. She has been Professor at Columbia University’s Teachers
College, Dean of the School of Education at the Brooklyn Campus of Long Island
University, and Professor at The City College of New York. At the time of this writing,
she is also Visiting Professor at the University of Cologne. García has published
widely in the areas of sociology of language, bilingual education and language policy.
She is the General Editor of the International Journal of the Sociology of Language
and the co-editor of Language Policy (with H. Kelly-Holmes). Among her best-known
books are Bilingual Education in the 21st Century: A Global Perspective; and
Translanguaging: Language, Bilingualism and Education (with Li Wei), which received
the 2015 British Association of Applied Linguistics Award.

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List of Contributors

Jürgen Jaspers is Associate Professor of Dutch Linguistics in the Faculty of

Literature, Translation and Communication at the Université Libre de Bruxelles
(ULB), Belgium. His research interests include the sociolinguistic ethnographic
analysis of urban education and language standardization processes. He is the co-
editor of Society and Language Use (2010, John Benjamins, 2010) and of special
issues in Journal of Pragmatics (2011) and Applied Linguistics Review (with Lian
Malai Madsen, 2016). He has published recently in Pragmatics, Multilingua, Science
Communication, Language in Society, Journal of Germanic Linguistics, Language
Policy, International Journal of the Sociology of Language, as well as in various edited
volumes.

Kendall A. King (PhD, University of Pennsylvania) is Professor of Second Language

Education at the University of Minnesota, where she teaches and researches in the
areas of sociolinguistics and language policy, with an emphasis on heritage language
students. Recent publications appear in the Modern Language Journal, Applied
Linguistics, and the Journal of Language, Identity and Education. She has written
widely on indigenous language revitalization, bilingual child development, and the
language policies that shape immigrant and transnational student experiences in the
United States, Ecuador, and Sweden. Her current research, based in Minneapolis,
examines the educational policy (p. xv) and practices that (under)serve adolescents
with limited or interrupted formal schooling experiences.

Pia Lane is Associate Professor of Multilingualism at the Center for Multilingualism

in Society Across the Lifespan (MultiLing) at the University of Oslo. Her research
interest include language shift, language reclamation, narrative identity construction,
language policy, and grammatical aspects of language contact. Currently, her main
research focus is multilingualism, language policy, and discourse analysis
(particularly nexus analysis). She is PI of the project Standardising Minority
Languages, investigating sociopolitical aspects of the standardization of five
European minority languages, with a particular focus on the role of users in these
processes and how users accept, resist, and reject aspects of standardisation. She co-
edits the series Linguistic Minorities in Europe.

Miki Makihara is Associate Professor of Anthropology at Queens College and The

Graduate Center, at the City University of New York. Her work has focused on the use
and conception of language and how these relate to social identity, intergroup
relations, political and economic changes, and other aspects of social life. Her articles

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List of Contributors

have appeared in journals such as American Anthropologist, Annual Review of

Anthropology, Language in Society, Anthropological Theory, and Oceanic Linguistics,
and she is co-editor of Consequences of Contact: Language Ideologies and
Sociocultural Transformations in Pacific Societies (2007). She is currently working on
the “Rapa Nui (Easter Island) Cultural Linguistic Heritage Project,” which explores
memory, social change, and language through oral history narratives, creating
community resources for the documentation and revitalization of the Rapa Nui
language.

Busi Makoni teaches at Pennsylvania State University in the African Studies

Program. Her research interests are in language and gender, language policy and
planning, linguistic human rights, and feminist critical discourse analysis. Some of
her most recent work has appeared in Gender and Language, International Journal of
Applied Linguistics, Discourse & Communication, Feminist Studies, and Journal of
Multilingual and Multicultural Discourses.

Sinfree B. Makoni is a pan-Africanist. He was educated in Ghana and Zimbabwe and

received his PhD from Edinburgh University. He has taught at a number of different
universities in southern Africa. He is currently affiliated with the Department of
Applied Linguistics and program of African Studies at Penn State. His main research
interests are in language policy and planning, and language, social class, economics,
and social aging. He has published in a number of journals, including Current Issues
in Language Planning, Language Policy, and Multilingual and Multicultural
Development. His major work is Disinventing and Reconstituting Languages, co-
edited with Alastair Pennycook and published by Multilingual Matters.

Luisa Martín Rojo is Professor of Linguistics at the Universidad Autónoma (Madrid,

Spain), and Member of the International Pragmatic Association Consultation Board
(2006–2011; re-elected for the period 2012–2017). Through her research trajectory,
she has conducted research in the fields of discourse analysis, sociolinguistics, and
(p. xvi) communication, mainly focused on immigration and racism. Since 2000, she

has focused on studying the management of cultural and linguistic diversity in Madrid
schools, applying a sociolinguistic and ethnographic perspective and analyzing how
inequality is constructed, naturalized, and legitimized through discourse
(Constructing Inequality in Multilingual Classrooms, 2010). Currently she is exploring
the interplay between urban spaces and linguistic practices in new global protest
movements (Occupy: The spatial Dynamics of Discourse in Global Protest Movements,

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List of Contributors

2014). She is also a member of the editorial boards of the journals Discourse &
Society, Journal of Language and Politics, Spanish in Context, Critical Discourse
Studies, and Journal of Multicultural Discourses, and she chairs the Iberian
Association of Discourse in Society (EDiSO).

Stephen May is Professor of Education in Te Puna Wananga (School of Māori

Education) in the Faculty of Education and Social Work, University of Auckland, New
Zealand. He has written widely on language rights, language policy, and language
education. To date, he has published fifteen books and over ninety academic articles
and book chapters in these areas. His key books include Language and Minority
Rights (2nd ed.; Routledge, 2012), the first edition of which received an American
Library Association Choice’s Outstanding Academic Title award (2008). His latest
book is a significant new edited collection, The Multilingual Turn (Routledge, 2014).
He has previously edited, with Nancy Hornberger, Language Policy and Political
Issues in Education, Volume 1 of the Encyclopedia of Language and Education (2nd
ed.; Springer, 2008); and with Christine Sleeter, Critical Multiculturalism: Theory and
Praxis (Routledge, 2010). He is General Editor of the third edition of the 10-volume
Encyclopedia of Language and Education (Springer, 2017), and a Founding Editor of
the interdisciplinary journal Ethnicities (Sage). His homepage is http://
www.education.auckland.ac.nz/uoa/stephen-may.

Lynn Mario T. Menezes de Souza is Professor of Language Education at the

University of São Paulo, with a BA (Hons) in Linguistics (Reading, UK), an MA in
Language Education (São Paulo), and PhD in Semiotics and Communication Studies
(São Paulo). He supervises graduate and post-doctoral research in literacy, language
education, indigenous and inter-cultural education, educational policy, teacher
education, and postcolonial theory, having also published widely in these areas. Co-
author of the Brazilian National Curriculum (2006), he is currently co-coordinator of a
nation-wide project on education, teacher education, and new media in state
universities in Brazil. Among his publications are the books (with V. Andreotti)
Learning to Read the World through Other Eyes (2008), Postcolonial Perspectives on
Global Citizenship Education (2012) and chapters in Reclaiming the Local in
Language Policy and Practice (2005), Disinventing and Reconstituting Languages
(2007), the Blackwell Encyclopedia of Applied Linguistics (2012), and the Routledge
Handbook of Literacy Studies (2015).

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List of Contributors

Tommaso M. Milani is Associate Professor of Linguistics at the University of the

Witwatersrand, Johannesburg, South Africa. His main areas of research encompass
language politics and language ideologies, performativity theory, multimodal (p. xvii)
critical discourse analysis, and language, gender and sexuality. He is Co-Editor of the
journals African Studies (Taylor and Francis) and Gender and Language (Equinox); he
is also Editor of the book series Advances in Sociolinguistics (Bloomsbury). His work
has appeared in many international journals, including Gender & Language,
Discourse & Society, International Journal of the Sociology of Language, Journal of
Language and Politics, Journal of Language and Sexuality, Journal of Sociolinguistics,
Language in Society, and Linguistics and Education. He has edited Language
Ideologies and Media Discourse (together with Sally Johnson) (Continuum), and
Language and Masculinities: Performances, Intersections, Dislocations (Routledge).

Robert Moore is a Senior Lecturer in Educational Linguistics at the Graduate School

of Education, University of Pennsylvania. He has conducted ethnographic and
linguistic fieldwork in Indian Reservation communities in the US Pacific Northwest,
and has produced studies of language shift and language revitalization in the United
States, Ireland, and Finland. Other studies have explored brands and branding as
social semiosis, the popular culture of “accent” in contemporary Irish English, and
social media as a source for sociolinguistic metacommentary.

Melissa G. Moyer is Professor in English Linguistics at the Universitat Autónoma de

Barcelona in Spain, where she leads the CIEN Research Team. Her current research
is concerned with multilingualism and mobility in connection to multilingual linguistic
practices and processes of social structuration. She has published the edited volume
Language Migration and Social Inequality: A Critical Sociolinguistic Perspective on
Institutions and Work (2013), in collaboration with Alexandre Duchêne and Celia
Roberts. She also co-edited the Blackwell Guide to Research Methods in Bilingualism
and Multilingualism (2008), together with Li Wei.

Joseph J. Murray is Associate Professor of American Sign Language and Deaf

Studies at Gallaudet University. He is co-editor of Deaf Gain: Raising the Stakes for
Human Diversity (University of Minnesota Press, 2014) and In Their Own Hands:
Essays in Deaf History, 1780–1970 (Gallaudet University Press, 2016) and has
published widely on transnational Deaf studies.

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List of Contributors

Finex Ndhlovu is Senior Lecturer in Applied Linguistics at the University of New

England in Armidale, Australia, and a Visiting Research Fellow at the Archie Mafeje
Research Institute for Social Policy, University of South Africa. He has also previously
held teaching and research positions at Victoria University (Melbourne) and the
University of Fort Hare (South Africa). Finex Ndhlovu has strong research interests in
a wide range of areas in language and society studies that include language policy
and politics, multilingualism and multilingual citizenship, language and migration,
cross-border languages and trans-national identities, African Diaspora identities,
language and nation building, postcolonial African identities, and language and
discourses of everyday forms of exclusion in Australia and southern Africa. His most
recent major publications are Becoming an African Diaspora in Australia: Language,
Culture, Identity (2014), and Hegemony and Language Policies in Southern Africa:
Identity, Integration, Development (2015).

(p. xviii) Alastair Pennycook is Professor of Language in Education at the University

of Technology, Sydney. He has worked in language education in many parts of the
world and is best known for his work on the global spread of English, critical applied
linguistics, language and popular culture, and language as a local practice. Three of
his books—The Cultural Politics of English as an International Language (Longman,
1994), Global Englishes and Transcultural Flows (Routledge, 2007), and Language
and Mobility: Unexpected Places (Multilingual Matters, 2012)—have been awarded
the BAAL Book Prize. His most recent book (with Emi Otsuji), Metrolingualism:
Language in the City (Routledge, 2015), explores the dynamics of urban
multilingualism.

Jonathan Rosa is Assistant Professor in the Graduate School of Education and

Center for Comparative Studies in Race and Ethnicity at Stanford University. His
research combines sociocultural and linguistic anthropology to theorize the co-
naturalization of language and race as a way of apprehending modes of societal
exclusion and inclusion across institutional domains. Specifically, he analyzes the
interplay between youth socialization, raciolinguistic formations, and structural
inequality in urban contexts. Dr. Rosa is the author of Looking like a Language,
Sounding like a Race: Inequality and Ingenuity in the Learning of Latinidad. His work
has appeared in scholarly journals such as the Harvard Educational Review, American
Ethnologist, American Anthropologist, and the Journal of Linguistic Anthropology.

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List of Contributors

Massimiliano Spotti is Assistant Professor at the Department of Culture Studies,

Faculty of Humanities at Tilburg University in The Netherlands. He is also Deputy
Director of the Babylon Center for the Study of Superdiversity at the same institution.
He has covered the post of ordinary member of the Linguistic Ethnographic Forum
(LEF) 2008–2010 and has held a fellowship from the Max Planck Society, spent at the
Max Planck Institute for Religious and Ethnic Diversity in Gottingen, Germany. He is
currently engaged in the field of the sociolinguistics of superdiversity with a specific
focus on asylum seeking, identity construction through discourse practices, and the
web 2.0. Publications include the co-editorship of two special issues on Language and
Superdiversity released by the UNESCO/Max Planck journal Diversities (2011, 2012)
as well as the authorship of Developing Identities (Aksant, 2007) and co-editorship of
Language Testing, Migration and Citizenship: Cross-National Perspectives on
Integration Regimes (Continuum, 2009), as well as Language and Superdiversity
(Routledge, 2016).

Guadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education at Stanford

University. Much of her work has focused on the English-Spanish bilingualism of
Latinos in the United States and on discovering and describing how two languages
are developed, used, and maintained by individuals who become bilingual in
immigrant communities. Her books include Bilingualism and Testing: A Special Case
of Bias (Valdés and Figueroa; Ablex, 1994), Con respeto: Bridging the Distance
between Culturally Diverse Families and Schools (Teachers College Press, 1996),
Learning and Not Learning (p. xix) English (Teachers College Press, 2001), Expanding
Definitions of Giftedness: Young Interpreters of Immigrant Background (Lawrence
Erlbaum, 2003), Developing Minority Language Resources: The Case of Spanish in
California (Valdés, Fishman, Chavez and Perez; Multilingual Matters, 2006) and
Latino Children Learning English: Steps in the Journey (Valdés, Capitelli, and Alvarez;
Teachers College Press, 2010). Valdés is a member of the American Academy of
Education, a Fellow of the American Educational Research Association (AERA), and a
member of the board of trustees of the Center for Applied Linguistics. She serves on
the editorial boards of a number of journals including Modern Language Journal,
Critical Inquiry in Language Studies, and Research on the Teaching of English.

Mieke Vandenbroucke is an FWO PhD candidate (Research Foundation Flanders)

and a member of the LANG+ research group in the Linguistics Department
(Language in Society and Multilingualism) at Ghent University, Belgium. Her research

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List of Contributors

interests lie at the intersection of sociolinguistics and urban geography, with a

particular focus on globalization-affected multilingualism in Europe, language policy
and nationalist ideologies, inner-city gentrification, and socioeconomic stratification.
She has conducted fieldwork in Amsterdam, Brussels, rural Flanders, and Kosovo.

Tom Van Hout is Assistant Professor of Professional Communication and Academic

Director of the Institute for Professional and Academic Communication at the
University of Antwerp. He is also affiliated with the Department of Journalism and
New Media at Leiden University and is a steering committee member of the COST
Action “New Speakers in a Multilingual Europe: Opportunities and Challenges.” He
specializes in qualitative approaches to public discourse, media(tization), journalism,
and workplace communication. Recent publications include book chapters on the
linguistic ethnography of news (Palgrave, 2015), writing news from sources
(Routledge, 2016), and journalistic role performance (Routledge, 2016). His other
media linguistic work has been published in the Journal of Pragmatics, Text & Talk,
and Pragmatics.

Tom van Nuenen is a PhD candidate at the Department of Culture Studies at Tilburg
University, where he is carrying out research into travel writing in online ecologies.
He is interested in Digital Humanities methods of distant reading in order to study
forms of online interaction. His articles have appeared in Tourist Studies, Games and
Cultures and The Journal of Popular Culture. Tom has held a Visiting Research
Fellowship at the University of Western Sydney, Australia.

Luk Van Mensel is a Post-Doctoral Research Fellow at the University of Namur,

Belgium, and a visiting lecturer at the University of Leuven, Belgium. He has
published on a variety of subjects in SLA and sociolinguistics, including the economic
aspects of multilingualism, multilingualism in the family, linguistic landscapes, and
language education policy, frequently with a focus on Brussels. He is also co-editor of
Minority Languages in the Linguistic Landscape (2012), along with Durk Gorter and
Heiko F. Marten.

Piia Varis is Assistant Professor at the Department of Culture Studies and

(p. xx)

Deputy Director of Babylon, Centre for the Study of Superdiversity at Tilburg

University, The Netherlands. She received her PhD (2009, English) from the

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List of Contributors

University of Jyväskylä, Finland. Her research interests include digital culture (in
particular social media, questions related to digitalization, privacy and public/private
dynamics), popular culture, and globalization.

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Oxford Handbooks Online for personal use (for details see Privacy Policy).

Subscriber: Eotvos Lorand University; date: 26 November 2017