[Edling] Call for Papers: Empiring Languages: Critical Perspectives on Nation-Building, History, and Power in Education

Wed Dec 11 09:49:01 UTC 2024

We invite contributions to an edited volume provisionally titled Empiring Languages: Critical Perspectives on Nation-Building, History, and Power in Education, slated for publication with Multilingual Matters. This collection delves into how educational systems across regions and eras have contributed to what we term the “empiring” of languages—a complex interplay of forces where material and spiritual power is exerted through and over marginalized languages and speakers, solidifying cultures of linguistic hierarchy and territorialization. These dynamics are sustained by modalities of relationships and metanarratives that justify their dynamics, aligning with or emerging from geopolitical ambitions, economic policy, and the architecture of educational systems alongside parallel institutions such as the British Council, Goethe-Institut, Alliance Française, Instituto Cervantes, and the Confucius Institute, to name a few.
In particular, this volume seeks to engage with decolonial scholarship across global knowledge systems, examining how educational conceptions of language have served and continue to serve political agendas and how these agendas are resisted through the aesthetics of everyday life ‘multilingualisms.’ We are especially interested in how schooling practices within or across institutions and para-institutions of education may still be perpetuating colonial forms of governance—even in settings where colonial languages no longer hold primary sway.
The term “empiring languages” suggest to us, editors, the active presence of elements of linguistic governance from the past in the present; how (re)inventions and (re)constitutions of language definitions and languages' treatment as a discrete body reflect, for instance, power-knowledge operating through systems of knowledge, institutions, and norms. Language, in this sense, becomes the very site where power is exercised and maintained, shaping not only how people think they can or should communicate but also how they understand themselves in communication, their communities, and their place in the world. Schools, courts, and other institutions are thereby regarded here as mechanisms for regulating and disciplining language, embedding specific norms that elevate certain named languages —or the scientific parameters for their identification— while marginalizing others. This is not a neutral or incidental process; it is a calculated act of governance, a way to structure social hierarchies that reproduce relations of dominance.
We welcome submissions that investigate:
-How political-economic conditions of different empires influenced the ways languages were taught, standardized, and deployed within educational systems.
-How language was used in colonial educational systems to establish and maintain control over colonized populations, and how these policies continue to affect contemporary practices.
-How language and education policies in both European and non-European contexts have contributed to the territorialization and hierarchization of languages.
-How languages became bordered and bounded within educational policies to serve nation-building and imperial interests, and how they contributed to the creation of national languages.
-How contemporary movements within education seek to undo the legacies of colonial language policies, with a focus on reclaiming indigenous languages and challenging the dominance of colonial languages within curricula.
-What types of power dynamics emerge between educators, students, and administrators in the enactment of progressive classroom policies, such as translanguaging.
-How family language policies in contexts of migration interact with schools’ multilingualism cultures?   
Additional Submission Guidelines:
-We encourage submissions (APA) that engage with the intersections of language, power, and education from diverse disciplinary perspectives, including but not limited to linguistics, anthropology, history, education, and postcolonial studies. 
-Comparative, historical-genealogical, and transnational approaches are encouraged
-Synchronic, diachronic, or contemporary perspectives are also welcome. 
-Potential contributors may draw further inspiration from the following works:
Anderson, B. (1983). Imagined communities: Reflections on the origin and spread of nationalism. Verso.Bagno, M. (1999). Preconceito linguístico: O que é, como se faz [Linguistic prejudice: What it is, how it is done]. Edições Loyola.Brock-Utne, B. (2000). Whose education for all? The recolonization of the African mind. Falmer Press.Charity Hudley, A. H., Mallinson, C., & Bucholtz, M. (Eds.). (2024). Decolonizing linguistics. Oxford University Press.Del Ré, A. (2022). From discriminating to discrimination: The influence of language on identity and subjectivity. Palgrave Macmillan.Devy, G. N. (1992). After amnesia: Tradition and change in Indian literary criticism. Orient BlackSwan.Devy, G. N. (2018). After amnesia: Tradition and change in Indian literary criticism. Orient BlackSwan.Fanon, F. (1967). Black skin, white masks (C. L. Markmann, Trans.). Grove Press. (Original work published 1952)Flores, N. (2024). Becoming the system: A raciolinguistic genealogy of bilingual education in the post-civil rights era. Multilingual Matters.Khatibi, A. (1983). Maghreb pluriel. Denoël.Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61(199), 37–67.Macedo, D. (2019). Decolonizing foreign language education: The misteaching of English and other colonial languages. Routledge.Makoni, S., & Antia, B. E. (Eds.). (2023). Southernizing sociolinguistics: Colonialism, racism, and patriarchy in language in the Global South. Routledge.Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages. Multilingual Matters.Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton University Press.Motha, S. (2020). Is an antiracist and decolonizing applied linguistics possible? Annual Review of Applied Linguistics, 40, 128–133. https://doi.org/10.1017/S0267190520000093Ndhlovu, F., & Ndlovu-Gatsheni, S. (Eds.). (2022). Language and decolonisation: An interdisciplinary approach. Routledge.Ngũgĩ wa Thiong’o. (1986). Decolonising the mind: The politics of language in African literature. James Currey.Nguyen, T. T. T., & Hajek, J. (2022). Making the case for linguicism: Revisiting theoretical concepts and terminologies in linguistic discrimination research. International Journal of the Sociology of Language, 2022(275), 1–24. https://doi.org/10.1515/ijsl-2021-0028Pennycook, A. (2010). Language as a local practice. Routledge.Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.Rosa, J. (2023). Rethinking language barriers & social justice from a raciolinguistic perspective. Dædalus, 152(1), 123–134. https://doi.org/10.1162/daed_a_01936Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562Rosa, J., & Flores, N. (2021). Decolonization, language, and race in applied linguistics and social justice. Applied Linguistics, 42(6), 1162–1167. https://doi.org/10.1093/applin/amab062Rudwick, S., & Makoni, S. (2021). Southernizing and decolonizing the sociology of language: African scholarship matters. International Journal of the Sociology of Language, 2021(267-268), 11–24. https://doi.org/10.1515/ijsl-2020-0060You, X. (2023). Genre networks and empire: Rhetoric in early imperial China. SIU Press.
Submission Deadlines:
Abstract Submission: 500-word abstracts outlining the proposed chapter should be submitted by January 31, 2025.
Notification of Acceptance: Authors will be notified by February 28, 2025.
Full Chapter Submission: Full manuscripts of up to 8,000 words are due by September 15, 2025.
Contact Information:
Please submit abstracts and inquiries to:
Sandro Barros (Michigan State University) at barross1 at msu.eduBridget Goodman (Nazarbayev University) at bridget.goodman at nu.edu.kz 

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|  |  Bridget Goodman | Associate Professor  | Nazarbayev University | Graduate School of Education  | Phone: +7 (702) 181-02-64 | Email: bridget.goodman at nu.edu.kz |  Website | Address: 53 Kabanbay Batyr Avenue, Nur-Sultan city, 010000 Kazakhstan
| Office:  Block C3, room 5031
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