[Lgpolicy] Call for Papers: Empiring Languages: Critical Perspectives on Nation-Building, History, and Power in Education
Bridget Goodman via Lgpolicy
lgpolicy at lists.mail.umbc.edu
Thu Jan 16 07:14:07 UTC 2025
Kind reminder to send your abstract in the next two weeks! Details of the
call for chapter proposals is below.
Many thanks in advance,
Bridget and Sandro
On Wed, Dec 11, 2024 at 2:24 PM Bridget Goodman <bridget.goodman at nu.edu.kz>
wrote:
> 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>
>
> | Address: 53 Kabanbay Batyr Avenue, Nur-Sultan city, 010000 Kazakhstan
> <https://maps.google.com/?q=53+Kabanbay+Batyr+Avenue,+Astana,+Kazakhstan&entry=gmail&source=g>
> | *Office:* Block C3, room 5031
>
> *Follow NU*: <https://www.facebook.com/nuedukz/>
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>
>
> *CONFIDENTIALITY NOTICE*
> This e-mail message and all attached files are intended only for the
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>
--
--
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>
| Address: 53 Kabanbay Batyr Avenue, Nur-Sultan city, 010000 Kazakhstan
<https://maps.google.com/?q=53+Kabanbay+Batyr+Avenue,+Astana,+Kazakhstan&entry=gmail&source=g>
| *Office:* Block C3, room 5031
*Follow NU*: <https://www.facebook.com/nuedukz/>
<https://www.facebook.com/nuedukz> <https://www.instagram.com/nuedukz/>
<https://www.linkedin.com/school/nazarbayev-university/>
<https://www.youtube.com/user/NazarbayevUniversity>
<https://twitter.com/nuedukz> <https://vk.com/nuedukz>
*CONFIDENTIALITY NOTICE*
This e-mail message and all attached files are intended only for the person
to whom it is addressed and may contain information protected by law, and
any confidential information. If this e-mail message was sent to the wrong
person we warn that any unauthorized use of this e-mail message and
attached files is strictly prohibited. If you are not the intended
recipient, please destroy all copies of the original message from your
computer.
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