In this paper we discuss a multilingual interactional event that involves both interpreting and literacy work, part of a large scale study on translanguaging in superdiverse urban settings. 1 In the first part of the interaction, the center/periphery dynamic is played out in what might be called “contested translanguaging” between Standard Czech and a Slovak influenced dialect of Czech, in the second part in contested translanguaging between Standard Czech and English. The center/periphery dynamic, we argue can be understood in terms of attraction/repulsion. The translanguaging involves a struggle over both meaning and form in which some participants lose out. The second part of the interaction is a dramatic reverse in what is treated as central and dominant in the first part, suggesting a hierarchical ordering of interactional regimes. We will argue for the necessity of taking into account these hierarchically ordered interactional regimes and the linguistic ideologies associated with them in the shaping of translanguaging practices.
{"title":"On the relationality of centers, peripheries and interactional regimes: Translanguaging in a community interpreting event","authors":"M. Baynham, J. Hanusova","doi":"10.1075/AILA.00007.BAY","DOIUrl":"https://doi.org/10.1075/AILA.00007.BAY","url":null,"abstract":"In this paper we discuss a multilingual interactional event that involves both interpreting and literacy work, part of a large scale study on translanguaging in superdiverse urban settings. 1 In the first part of the interaction, the center/periphery dynamic is played out in what might be called “contested translanguaging” between Standard Czech and a Slovak influenced dialect of Czech, in the second part in contested translanguaging between Standard Czech and English. The center/periphery dynamic, we argue can be understood in terms of attraction/repulsion. The translanguaging involves a struggle over both meaning and form in which some participants lose out. The second part of the interaction is a dramatic reverse in what is treated as central and dominant in the first part, suggesting a hierarchical ordering of interactional regimes. We will argue for the necessity of taking into account these hierarchically ordered interactional regimes and the linguistic ideologies associated with them in the shaping of translanguaging practices.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"30 1","pages":"144-166"},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/AILA.00007.BAY","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59300648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Focusing on a YouTube performance by an emergent Finnish Somali rapper and the audience responses it has generated, this paper looks at ways in which rap music engages with the issue of belonging. Drawing on recent theorizations of belonging as a multi-dimensional, contingent and fluid process, along with sociolinguistic work on globalization and superdiversity, Finnish hip hop culture and popular cultural practices in social media, the paper investigates how belonging is performatively and multi-semiotically interrogated in its online context. It shows how rap can serve as a significant site and channel for new voices in turbulent social settings characterized by rapid social change and complex diversity, as well as provide affordances for critical responses to and interventions into xenophobic and nationalist debates and discourses of belonging.
{"title":"Migrant Rap in the Periphery: Performing Politics of Belonging.","authors":"Sirpa Leppänen, Elina Westinen","doi":"10.1075/AILA.00001.LEP","DOIUrl":"https://doi.org/10.1075/AILA.00001.LEP","url":null,"abstract":"Abstract Focusing on a YouTube performance by an emergent Finnish Somali rapper and the audience responses it has generated, this paper looks at ways in which rap music engages with the issue of belonging. Drawing on recent theorizations of belonging as a multi-dimensional, contingent and fluid process, along with sociolinguistic work on globalization and superdiversity, Finnish hip hop culture and popular cultural practices in social media, the paper investigates how belonging is performatively and multi-semiotically interrogated in its online context. It shows how rap can serve as a significant site and channel for new voices in turbulent social settings characterized by rapid social change and complex diversity, as well as provide affordances for critical responses to and interventions into xenophobic and nationalist debates and discourses of belonging.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"30 1","pages":"1-26"},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59300707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue duree perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers from distant centers – in Portugal and then in Java, Indonesia. Then, turning to the post-independence period, we show how a new order of indexicality, forged within the Resistance to the Indonesian occupation, formed the basis for current language policy in Timor-Leste, with Portuguese and Tetum as co-official languages. We also demonstrate that this agentive policy move, from the global periphery, oriented Timor-Leste to new and more complex center-periphery relations, to a ‘lusophone’ world, with Portugal and Brazil as key players. Our account of contemporary policy discourses in Timor-Leste, and of the consequences for language policy implementation, on different scales (national and local), draws on recent research of an ethnographic and multi-scalar nature conducted in Timor-Leste (Da Costa Cabral, 2015).
本文揭示了中心-外围关系如何随着时间的推移，在一个国家-东帝汶-在全球外围的语言政策过程中展开。我们对在这一历史背景下起作用的语言政策过程进行了长时间的观察，展示了在过去，来自遥远中心的殖民者是如何强加不同的语言制度的——先是葡萄牙，然后是印度尼西亚的爪哇。然后，转向独立后时期，我们展示了在抵抗印度尼西亚占领期间形成的指标性新秩序如何形成东帝汶当前语言政策的基础，其中葡萄牙语和德顿语为共同官方语言。我们还证明了这种代理政策的转变，从全球边缘，面向东帝汶到新的和更复杂的中心-边缘关系，到一个“葡语”世界，葡萄牙和巴西是主要参与者。我们对东帝汶当代政策话语的描述，以及不同尺度(国家和地方)语言政策实施的后果，借鉴了最近在东帝汶进行的民族志和多尺度性质的研究(Da Costa Cabral, 2015)。
{"title":"Traces of Old and New Center-Periphery Dynamics in Language-in-Education Policy and Practice: Insights from a Linguistic Ethnographic Study in Timor-Leste.","authors":"Ildegrada da Costa Cabral, M. Martin‐Jones","doi":"10.1075/AILA.00005.DAC","DOIUrl":"https://doi.org/10.1075/AILA.00005.DAC","url":null,"abstract":"Abstract This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue duree perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers from distant centers – in Portugal and then in Java, Indonesia. Then, turning to the post-independence period, we show how a new order of indexicality, forged within the Resistance to the Indonesian occupation, formed the basis for current language policy in Timor-Leste, with Portuguese and Tetum as co-official languages. We also demonstrate that this agentive policy move, from the global periphery, oriented Timor-Leste to new and more complex center-periphery relations, to a ‘lusophone’ world, with Portugal and Brazil as key players. Our account of contemporary policy discourses in Timor-Leste, and of the consequences for language policy implementation, on different scales (national and local), draws on recent research of an ethnographic and multi-scalar nature conducted in Timor-Leste (Da Costa Cabral, 2015).","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"30 1","pages":"96-119"},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/AILA.00005.DAC","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59300538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper focuses on Luan’s race performances both on the web and in classroom interaction. Luan is a black young man, who identifies himself as gay. The study is part of a multi-sited ethnographic piece of research on a group of high-school students in the state sector, in the ‘periphery’ of a town on the Rio de Janeiro State north coast, Brazil. The paper is guided by performance and entextualization theorizing. The analysis draws attention to the circulation of racial identity signs, intersected with gender/sexuality meanings, bringing to light what we call creative entextualizations, i.e. the gaps Luan finds to re-organize the meanings in the discursive practices in which he is engaged. The analyses point to positionings and innovative identity performances which come up in conjunction with essentialized views, always perceptible amidst struggles and disputes. Because it draws attention to mobile lives in the ‘periphery’, this study may be said to explode the traditional boundaries between ‘center’ and ‘periphery’.
{"title":"Creative entextualizations of discourses about race in multi-sited discursive practices in the Brazilian ‘periphery’","authors":"T. Guimarães, L. Moita‐Lopes","doi":"10.1075/AILA.00002.GUI","DOIUrl":"https://doi.org/10.1075/AILA.00002.GUI","url":null,"abstract":"Abstract This paper focuses on Luan’s race performances both on the web and in classroom interaction. Luan is a black young man, who identifies himself as gay. The study is part of a multi-sited ethnographic piece of research on a group of high-school students in the state sector, in the ‘periphery’ of a town on the Rio de Janeiro State north coast, Brazil. The paper is guided by performance and entextualization theorizing. The analysis draws attention to the circulation of racial identity signs, intersected with gender/sexuality meanings, bringing to light what we call creative entextualizations, i.e. the gaps Luan finds to re-organize the meanings in the discursive practices in which he is engaged. The analyses point to positionings and innovative identity performances which come up in conjunction with essentialized views, always perceptible amidst struggles and disputes. Because it draws attention to mobile lives in the ‘periphery’, this study may be said to explode the traditional boundaries between ‘center’ and ‘periphery’.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"30 1","pages":"27-49"},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59300825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The challenge of contemporary South Africa is that of building a (post)nation of postracial equity in a fragmented world of a globalized ethical, economic and ecological meltdown. In this paper, we seek to explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. We suggest that multilingualism is understood in terms of how encounters across difference are mediated and structured linguistically offer a space for interrupting colonial relationships. Furthermore, we argue that multilingualism should be approached as a site where colonial power dynamics of languages and speakers are troubled, and where the potential for new empowering linguistic mediations of the mutualities of our common humanity with different others are worked out.
{"title":"Multilingualism as utopia : Fashioning non-racial selves","authors":"C. Stroud, Q. Williams","doi":"10.1075/AILA.00008.STR","DOIUrl":"https://doi.org/10.1075/AILA.00008.STR","url":null,"abstract":"Abstract The challenge of contemporary South Africa is that of building a (post)nation of postracial equity in a fragmented world of a globalized ethical, economic and ecological meltdown. In this paper, we seek to explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. We suggest that multilingualism is understood in terms of how encounters across difference are mediated and structured linguistically offer a space for interrupting colonial relationships. Furthermore, we argue that multilingualism should be approached as a site where colonial power dynamics of languages and speakers are troubled, and where the potential for new empowering linguistic mediations of the mutualities of our common humanity with different others are worked out.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"30 1","pages":"167-188"},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/AILA.00008.STR","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59300665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, attempts have been made to revise foundational categories in Applied Linguistics (AL, hereafter). Following up on Brumfit’s (1995) definition of the field as the theoretical and empirical investigation of real-world problems in which language is a central issue, Lillis (2015) invites us to re-theorize the dominant approaches to the very concepts of language and communication. A similar endeavor can also be noted in Block’s call for more explicit theoretical attention to social class as a construct in applied linguistics (2014). This interest in theoretical revisiting echoes earlier statements by Sarangi and Candlin (2003) in their editorial in the inaugural issue of Journal of Applied Linguistics:
{"title":"Reflexivity and social change in applied linguistics","authors":"M. Pérez-Milans","doi":"10.1075/AILA.29.01PER","DOIUrl":"https://doi.org/10.1075/AILA.29.01PER","url":null,"abstract":"Recently, attempts have been made to revise foundational categories in Applied Linguistics (AL, hereafter). Following up on Brumfit’s (1995) definition of the field as the theoretical and empirical investigation of real-world problems in which language is a central issue, Lillis (2015) invites us to re-theorize the dominant approaches to the very concepts of language and communication. A similar endeavor can also be noted in Block’s call for more explicit theoretical attention to social class as a construct in applied linguistics (2014). This interest in theoretical revisiting echoes earlier statements by Sarangi and Candlin (2003) in their editorial in the inaugural issue of Journal of Applied Linguistics:","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"29 1","pages":"1-14"},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/AILA.29.01PER","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59304938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper draws on a Linguistic Ethnography ( Blommaert & Rampton 2011 ) of a group of academically elite students in Singapore. The group comprises locals born in Singapore, as well as immigrants from China and Vietnam. My informants all attended a top-ranked secondary school in Singapore. I present data from interviews and a focus group discussion with them about their aspirations and educational pathways. These academically elite students describe a conventional aspiration amongst their peers involving transnational mobility and attending top-ranked universities in the US and UK. My informants discursively construct this aspiration as preferred, with a sense that they are expected to conform to such a trajectory. I argue that their consistent orientation toward the ideal trajectory and production of discourse about it denotes a collective moral stance ( Ochs & Capps 2002 ), and hence a disposition embedded in a social field ( Hanks 2005 ). In response to Archer’s (2012) theorisations that dominant modes of reflexivity have changed, my informants’ relatively stable orientations and ways of acting demonstrate how Bourdieu’s notion of habitus continues to be relevant in late-modernity. In practical terms, this study also shows a clear link between elite schools, and the aspirations and resultant trajectories of individuals. This has direct implications for policy-makers in Singapore where the Ministry of Education has been attempting to curb elitism in the education system.
{"title":"Academically elite students in Singapore: A collective moral stance toward aspirations and trajectories","authors":"Luke Lu","doi":"10.1075/AILA.29.06LU","DOIUrl":"https://doi.org/10.1075/AILA.29.06LU","url":null,"abstract":"This paper draws on a Linguistic Ethnography ( Blommaert & Rampton 2011 ) of a group of academically elite students in Singapore. The group comprises locals born in Singapore, as well as immigrants from China and Vietnam. My informants all attended a top-ranked secondary school in Singapore. I present data from interviews and a focus group discussion with them about their aspirations and educational pathways. These academically elite students describe a conventional aspiration amongst their peers involving transnational mobility and attending top-ranked universities in the US and UK. My informants discursively construct this aspiration as preferred, with a sense that they are expected to conform to such a trajectory. I argue that their consistent orientation toward the ideal trajectory and production of discourse about it denotes a collective moral stance ( Ochs & Capps 2002 ), and hence a disposition embedded in a social field ( Hanks 2005 ). In response to Archer’s (2012) theorisations that dominant modes of reflexivity have changed, my informants’ relatively stable orientations and ways of acting demonstrate how Bourdieu’s notion of habitus continues to be relevant in late-modernity. In practical terms, this study also shows a clear link between elite schools, and the aspirations and resultant trajectories of individuals. This has direct implications for policy-makers in Singapore where the Ministry of Education has been attempting to curb elitism in the education system.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"29 1","pages":"141-172"},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59305407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The socio-cultural conditions of late modernity induce a “reflexive imperative” amongst young people, which also results in metapragmatic and metalinguistic behaviour, as has been demonstrated by linguistic ethnographers (LE). However, recent LE studies on reflexivity in Western European settings have mainly focused on how groups of socially low-status, geographically mobile and multilingual youth are involved in creative linguistic processes in which the disapproval of their linguistic hybridity is denounced. In this paper, based on a linguistic-ethnographic study, I will uncover the influence of the reflexive imperative on a different group: six high-achieving, white, elite, male, adolescent pupils in Flemish Belgium. Through a micro-analysis of their metacommentaries and speech practices, I describe the subtle metalinguistic and metapragmatic moves of the pupils, which demonstrate their attitude towards standard language use at school. An analysis of these boys’ linguistic reflexivity demonstrates a complex attitude towards Standard Dutch and Standard Language Ideology: at first sight, they seem to incline towards linguistic equality, resulting in a relaxation of the standard norm. However, an analysis of the more indirect metapragmatic practices of these boys reveals how they strategically use the symbolic capital of Standard Dutch, a practice which echoes the Flemish language-in-education policy and might serve to preserve (or prepare) their (future) elite position in society.
{"title":"The reflexive imperative among high-achieving adolescents : a Flemish case study","authors":"Inge Van Lancker","doi":"10.1075/AILA.29.05VAN","DOIUrl":"https://doi.org/10.1075/AILA.29.05VAN","url":null,"abstract":"The socio-cultural conditions of late modernity induce a “reflexive imperative” amongst young people, which also results in metapragmatic and metalinguistic behaviour, as has been demonstrated by linguistic ethnographers (LE). However, recent LE studies on reflexivity in Western European settings have mainly focused on how groups of socially low-status, geographically mobile and multilingual youth are involved in creative linguistic processes in which the disapproval of their linguistic hybridity is denounced. In this paper, based on a linguistic-ethnographic study, I will uncover the influence of the reflexive imperative on a different group: six high-achieving, white, elite, male, adolescent pupils in Flemish Belgium. Through a micro-analysis of their metacommentaries and speech practices, I describe the subtle metalinguistic and metapragmatic moves of the pupils, which demonstrate their attitude towards standard language use at school. An analysis of these boys’ linguistic reflexivity demonstrates a complex attitude towards Standard Dutch and Standard Language Ideology: at first sight, they seem to incline towards linguistic equality, resulting in a relaxation of the standard norm. However, an analysis of the more indirect metapragmatic practices of these boys reveals how they strategically use the symbolic capital of Standard Dutch, a practice which echoes the Flemish language-in-education policy and might serve to preserve (or prepare) their (future) elite position in society.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"29 1","pages":"114-140"},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59305305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper studies reflexivity in interaction among adolescents in Helsinki in the light of stylised performances that are labelled by participants as “bad Finnish”. Stylised “bad Finnish” can be seen as an enregistered discourse register. It is an emblem in which certain linguistic features are connected to ideas about certain kinds of people and their characteristics. In particular, stylised “bad Finnish” is an indexical for social personae associated with “immigrants”, “foreigners” and non-native Finnish. The participants in this study came to Finland as children and learned Finnish as a second (or third or fourth) language, and they still have to face the excluding attitudes of the society. With their stylised performances and in their reactions to them, the participants position themselves with regard to the social personae indexed by stylised “bad Finnish” , their stereotypical characteristics and the wider societal discourses that touch upon themselves. Stylised “bad Finnish” is sometimes used for expressing distance from stereotypical immigrants, but sometimes for displaying solidarity with those who share the experiences of immigration and learning Finnish. Although it also works as a trope, seemingly detached from ethnicity, in interaction with native Finns it may still be delicate because of its pejorative social indexical potential.
{"title":"Troping on prejudice: Stylised “bad Finnish” performances and reflexivity among adolescents in Eastern Helsinki","authors":"Heini Lehtonen","doi":"10.1075/AILA.29.02LEH","DOIUrl":"https://doi.org/10.1075/AILA.29.02LEH","url":null,"abstract":"This paper studies reflexivity in interaction among adolescents in Helsinki in the light of stylised performances that are labelled by participants as “bad Finnish”. Stylised “bad Finnish” can be seen as an enregistered discourse register. It is an emblem in which certain linguistic features are connected to ideas about certain kinds of people and their characteristics. In particular, stylised “bad Finnish” is an indexical for social personae associated with “immigrants”, “foreigners” and non-native Finnish. The participants in this study came to Finland as children and learned Finnish as a second (or third or fourth) language, and they still have to face the excluding attitudes of the society. With their stylised performances and in their reactions to them, the participants position themselves with regard to the social personae indexed by stylised “bad Finnish” , their stereotypical characteristics and the wider societal discourses that touch upon themselves. Stylised “bad Finnish” is sometimes used for expressing distance from stereotypical immigrants, but sometimes for displaying solidarity with those who share the experiences of immigration and learning Finnish. Although it also works as a trope, seemingly detached from ethnicity, in interaction with native Finns it may still be delicate because of its pejorative social indexical potential.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"29 1","pages":"15-47"},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/AILA.29.02LEH","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59305008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The founding modernist move, Richard Bauman and Charles Briggs write in Voices of Modernity, their grand overview of the birth and maturation of modernity, is to “posi[t] a category of tradition, mak[e] it seem autonomous, and then creating new hybrids that contain tradition by virtue of being defined in opposition to it” (2003: 307). Rather than the summary term for an array of historical changes (the onset of capitalism, secularisation, industrialism, and so on), these authors understand modernity as a discursive construction that opposes traditional and modern developments, ways of being, and modes of understanding. Central in this narrative project have been conceptions of language. A first step involved John Locke’s imagination of language as a separate, autonomous domain of human intervention, standing apart from nature and from the social world. The second step was his argument that language needed to be purified so that its use could be trusted in these two other domains. In order to make it a tool for the accurate exchange of empirical knowledge, and less dangerously prone to misunderstanding in the political sphere, language needed to be stripped from ambivalence, intertextuality, connotation and emotion – all of them qualities an elite of urban, cosmopolitan gentlemen attributed to the speech of those they found ignorant, superstitious, lower class, indigenous, rural, in sum, premodern. And because purification required education, it was only logical to “claim[...] consciousness and rationality for oneself and one’s followers and deny[...] it to others” (Bauman & Briggs 2003: 298) – a move Fabian (1983) earlier called the “denial of coevalness”. This logic of temporalisation has been so fundamental, Bauman and Briggs hold, that it was deeply embedded too in the work of later authors like Johann Gottfried von Herder and Franz Boas, although they take up diametrically opposed positions – from Locke, and from each other – in their understanding of the local vs. global, rationality vs. emotion, deficit vs. difference, or individual autonomy vs. community custom. Bauman and Briggs argue moreover that this logic continues to impinge on contemporary visions of large-scale social change:
理查德·鲍曼(Richard Bauman)和查尔斯·布里格斯(Charles Briggs)在《现代性之声》(Voices of Modernity)一书中对现代性的诞生和成熟进行了宏大的概述，他们写道，现代主义的奠基性运动是“确立一种传统的类别，使它看起来是自主的，然后创造出新的混合体，通过被定义为与传统相对立而包含传统”(2003:307)。这些作者将现代性理解为一种话语建构，反对传统和现代的发展、存在方式和理解模式，而不是对一系列历史变化(资本主义、世俗化、工业主义等的开始)的总结性术语。这个叙事项目的核心是语言的概念。第一步涉及到约翰·洛克对语言的想象，他认为语言是人类干预的一个独立自主的领域，与自然和社会世界分开。第二步是他的论点，语言需要被净化，这样它在其他两个领域的使用才能被信任。为了使语言成为准确交流经验知识的工具，并减少在政治领域产生误解的危险，语言需要从矛盾心理、互文性、内涵和情感中剔除——所有这些特质都是城市精英、世界主义绅士们认为无知、迷信、下层阶级、土著、农村、总而言之、前现代的人所说的话。因为净化需要教育，所以合乎逻辑的说法是“宣称……意识和理性的自我和自己的追随者，否认[…](鲍曼和布里格斯2003:298)——费边(1983)早些时候称之为“否认同一性”的举动。鲍曼和布里格斯认为，这种时间化的逻辑是如此的根本，以至于它也深深嵌入了后来的作家，如约翰·戈特弗里德·冯·赫尔德和弗朗茨·博阿斯的作品中，尽管他们在理解地方与全球、理性与情感、缺陷与差异、个人自治与社区习俗方面，采取了截然相反的立场——与洛克截然相反，也与彼此截然相反。此外，鲍曼和布里格斯认为，这种逻辑继续冲击着当代大规模社会变革的愿景:
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