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

Wed Dec 11 09:24:46 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/S0267190520000093
   -

   Ndhlovu, 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-2021-0028
   -

   Pennycook, 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_01936
   -

   Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a
   raciolinguistic perspective. Language in Society, 46(5), 621–647.
   https://doi.org/10.1017/S0047404517000562
   -

   Rosa, 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/amab062
   -

   Rudwick, 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-2020-0060
   -

   You, 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.edu
   -

   Bridget Goodman (Nazarbayev University) at bridget.goodman at nu.edu.kz

-- 
-- 

 Bridget Goodman | Associate Professor

| Nazarbayev University | Graduate School of Education

| *P*hone: +7 (702) 181-02-64

| Email: bridget.goodman at nu.edu.kz |  Website
<https://gse.nu.edu.kz/en/profile/bridget-goodman.html>

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